Inclusive education in Spain: how do skills, resources, and supports affect regular education teachers’ perceptions of inclusion?

This study examined regular education teachers’ perceptions of inclusion in elementary and secondary schools in Spain and how these perceptions may differ depending on teaching experience, skills, and the availability of resources and supports. Stratified random sampling procedures were used to draw a representative sample of 336 general education teachers (68 kindergarten, 133 elementary, and 135 secondary teachers) from the province of Alicante. The results indicated the acceptance of the principles of inclusion, although teacher skills, time, material resources, and personal supports for inclusion were deemed insufficient. Kindergarten and elementary teachers showed more positive perceptions of inclusion than secondary education teachers, and so did teachers with more personal supports and material resources than those with less supports and resources. The results are discussed in terms of its implications for practice in order to promote more inclusive classrooms in Spain

Teachers’ Use of Inclusive Practices in Spain

The aim of this study was to examine the extent to which teachers use inclusive practices to respond to students’ special needs in their classrooms and to determine whether grade level taught, training, and availability of resources and support affect the implementation of these practices. A research survey was designed for this purpose with the participation of a representative sample of 336 general education teachers (68 kindergarten, 133 elementary, and 135 secondary education teachers) in the province of Alicante, Spain. Findings reflected a moderate use of inclusive practices, with teachers more frequently implementing general adaptations rather than substantial ones. Statistically significant differences in use of inclusive practices were found as a function of the grade level taught, training received, and availability of material resources. Results are discussed in terms of their implication for teacher education reform and training programs

Tendencias actuales de la Educación Especial en el contexto de la reforma de los sistemas educativos

Current special education practices have failed to produce satisfactory results for students in terms of their learning. What is needed are new conceptualizations about special and regular education. Only with new understandings can we build an educational system that provides quality education for all students

Student perceptions of gender mainstreaming in initial teacher training: a descriptive study

Introducción: A pesar de los esfuerzos para mejorar la calidad de la educación, la incorporación de la perspectiva de género (PG) en la formación inicial docente sigue estando ausente de los planes de estudio e ideario de las facultades de educación. Esta falta de atención al principio de igualdad representa una auténtica barrera para el logro de los Objetivos de Desarrollo Sostenible (Naciones Unidas, 2015) y para el desarrollo de una educación sensible al género. El propósito de este estudio fue explorar el grado de implementación del enfoque de género en la formación inicial de docentes desde la perspectiva del alumnado. Método: Con este fin (1) se diseñó y validó la escala de Evaluación Sensible a la Formación en Igualdad de Género (ESFIG) y (2) se administró a 601 docentes en formación de grado y máster (72% mujeres y 28% varones), edad media 24.31 años, de una universidad pública española. Resultados: Los resultados indicaron que (1) la ESFIG es un instrumento válido y adecuado para medir el grado de incorporación de la PG en la formación docente y (2) que los participantes perciben (a) la sensibilidad del centro a la implementación de la política de género de neutral e indiferente y (b) la preparación en género muy importante y necesaria para su formación; sin embargo, muestran una baja y poco realista percepción de la conciencia de desigualdades asociadas al género en los procesos de enseñanza-aprendizaje. Se hallaron diferencias estadísticamente significativas en las respuestas de los participantes en función de la titulación y el género. Discusión: Los resultados sustentan la utilidad de la ESFIG para su uso como un indicador del grado de incorporación de la PG en la docencia universitaria, así como un instrumento apto para identificar áreas de necesidad, orientar y evaluar el impacto de posibles acciones e intervenciones.Introduction: Despite government commitments to promote equality, gender mainstreaming (GM) in initial teacher preparation is still absent from curricula and thinking of the faculties of education. This little attention to the principle of equality represents a real barrier to achieve the Sustainable Development Goals (United Nations, 2015) and to develop and promote a gender-sensitive education. The purpose of this study was to explore the degree of implementation of the gender approach in initial teacher training from the student teacher’s perspective. Method: The Sensitive Assessment of Gender Equality Training (SAGET) scale was designed and validated, and then administered to 601 undergraduate and graduate student teachers (72% women and 28% male), mean age 24.31 years, from a Spanish public university. Results: Data revealed that (1) the SAGET is a valid and adequate instrument to measure the implementation status of gender mainstreaming in initial teacher education, and (2) that participants perceive neutrality and institutional indifference when implementing the gender approach in teaching; however, although they consider gender preparation necessary and very important for their education, they show a low and unrealistic perception of awareness of gender inequalities associated to the process of teaching and learning. Statistically significant differences were found in participant responses depending on degree and gender. Discussion: The results support the utility of the SAGET for its use as an indicator of gender mainstreaming in university teaching as well as a suitable instrument to identify areas of need and assess the impact of future actions and interventions.Este estudio fue financiado por el Vicerrectorado de Calidad e Innovación Educativa (Instituto de Ciencias de la Educación) de la Universidad de Alicante, en el marco del programa Redes I3CE de investigación en docencia universitaria (Ref. 2018-2019/4413) y por el Instituto Universitario de Investigación de Estudios de Género, programa de Ayudas para el Desarrollo de Actividades Conducentes a la Realización de Tesis Doctorales (BOUA, 21/11/2019)

A Cross Cultural, Comparative Analysis of Teamwork to Embrace Diversity in Schools

Increasing diversity in schools today is prompting schools around the world to find effective means of addressing this diversity. Effective collaboration among educational professionals (teachers and other service providers) as a team is one key variable in effectively meeting the demands posed by diversity in classrooms. Responses (n =210) from special education and general education professionals in Spain and the United States to a survey, were analyzed to study how teachers and service providers in different schools from the two countries perceived team functioning. The study also compared team make-up and team functioning in schools in the two countries. The respondents expressed a need for continuous within-teams review of the goals ensuring parental input and parental satisfaction enabling the team to evaluate their success in achieving the goals set initially. Respondents from both countries did not perceive family input and involvement as being valued relative to their teaming. This paper discusses results, implications, and directions for schools, educators, and future research

Internet y personas con discapacidad intelectual: una aproximación a las preocupaciones, estrategias de prevención y necesidades de formación de los cuidadores

The aim of this study was to explore caregivers’ views about the risks of the Internet for people with intellectual disabilities and their preparation and ability to use prevention strategies to address them. The participants (20 family members and 24 staff members) belonged to a non-profit association working with people with developmental and intellectual disabilities and were asked to respond to a questionnaire about Internet safety and risks. Findings show some concerns from caregivers with regard to the use of the Internet by people with intellectual disabilities and suggest that this group is more vulnerable to online risks. Participants use different kinds of strategies to prevent the risks but they have not received any formal training. They think that this training should come from the Administration and other organisations. Some differences were found between family and staff members’ responses. Training programmes for all the groups involved in this process (i.e. people with intellectual disabilities, staff and family members) should be designed, implemented and assessed to promote the inclusion of people with intellectual disabilities in the digital arena.El propósito de este estudio fue explorar las perspectivas de los cuidadores sobre los riesgos de Internet para las personas con discapacidad intelectual, así como su preparación y habilidad para prevenir y hacer frente a estos riesgos a través de diversas estrategias. Los participantes (20 familiares y 24 profesionales), a los que se les pidió que respondieran a un cuestionario sobre seguridad y riesgos en Internet, pertenecían a una asociación sin ánimo de lucro en favor de las personas con discapacidad intelectual y del desarrollo. Los resultados indican ciertas preocupaciones de los cuidadores con relación al uso de Internet por parte de las personas con discapacidad intelectual y consideran que este grupo es más vulnerable a sus riesgos. Los participantes utilizan diferentes tipos de estrategias para prevenirlos, pero no han recibido ningún tipo de entrenamiento formal. Piensan que esta formación debería provenir de la Administración y de otras organizaciones. Se encontraron diferencias entre las respuestas de los familiares y de los profesionales. Se deberían diseñar, implementar y evaluar programas de formación para todos los grupos implicados en este proceso (ej., personas con discapacidad intelectual, profesionales y familias) al objeto de promover la inclusión de las personas con discapacidad intelectual en el entorno de Internet

Digital inclusion in Spanish mainstream and special schools: Teachers' perceptions on Internet use by students with intellectual disabilities

Background: Although there is research‐based evidence on the educational potential of information and communication technologies as teaching and learning resources for schools, studies focused on the real benefits and risks associated with online activities of students with intellectual disabilities are still scarce. The purpose of this study was to describe and compare teachers' perspectives on this topic in relation to a school setting (mainstream and special schools), teaching specialty (general and special educators) and teaching level (primary and secondary education). Methods: A cross‐sectional survey design was conducted in which a sample of 208 general and special education teachers from mainstream and special schools participated. Participants had to respond to a questionnaire that included questions related to the opportunities and risks of the Internet and online safety. Findings: Teachers perceive that the Internet is unsafe for students with intellectual disabilities and it entails more risks than benefits for these students. Such perceptions may determine the educational intervention, especially when the Internet has shown to be crucial during the coronavirus disease 2019 pandemic. Differences were found regarding school setting, teaching specialty and teaching level. The data reflect a lack of consensus regarding the potential benefit of digital inclusion for students with intellectual disabilities, based on the perception that the online environment is not safe for this population. Conclusion: There is a need to train teachers on how to achieve the maximum educational potential of the Internet for these students, as well as to learn to implement strategies to prevent and manage online risks.This study was supported by the Conselleria d'Educació, Investigació, Cultura i Esport, Generalitat Valenciana, Spain, under Grant No. GV/2017/006

Percepciones de los docentes en pre- servicio relativas a la inclusión y la atención a la diversidad

Recognition of human diversity and educational value, has meant that teachers in regular classrooms will receive preparation for creating inclusive learning spaces. Following these trends, the National Pedagogical University Francisco Morazán included in its recent reform to the study programs, teaching skills linked to attention to diversity and inclusion.In this research, the perceptions of UPNFM pre service teachers related to the theoretical and methodological principles of the Attention to Diversity were analyzed, the training received at the University in these areas, and finally, the competences that are considered important to develop an inclusive education. In addition, a comparison of these perceptions by field of study and membership of an ethnic group was held. The study is quantitative, not experimental and cross-sectional, 470 students from the Professional Practicum II participated.El reconocimiento de la diversidad humana como valor educativo, ha implicado que los docentes de las aulas regulares, reciban preparación para crear espacios de aprendizaje inclusivos. Siguiendo estas tendencias, la Universidad Pedagógica Nacional Francisco Morazán, incluyó en su reciente reforma a los planes de estudio, competencias docentes vinculadas con la atención a la diversidad y la inclusión. En esta investigación se analizaron las percepciones de los docentes en pre servicio de la UPNFM, relacionadas con los principios teóricos y metodológicos de la atención a la diversidad, la formación recibida en la Universidad en estos ámbitos y finalmente las competencias que valoran como importantes para desarrollar la educación inclusiva. Además de ello se realizó una comparación de estas percepciones por ámbito de estudio y pertenencia a grupo étnico. El estudio es de naturaleza cuantitativa, no experimental y de corte transversal, participaron 470 estudiantes en práctica profesional II

Contemporary Dance as a Resource to Support Battered Migrant Women

El presente estudio analiza el estado afectivo-emocional y psicológico de un grupo de mujeres víctimas de violencia machista refugiadas en una casa de acogida y discute el potencial de la danza contemporánea como recurso de ayuda para su mejora. Las participantes fueron 10 mujeres migrantes procedentes de Latinoamérica, Europa del Este, África y Asia, con edades entre 18 y 42 años, para quien se diseñó, implementó y evaluó un plan de intervención basado en la danza. Tras su implementación, se observaron cambios a nivel cognitivo (gestión emocional), afectivo (fortalecimiento del autoconcepto y disminución de la ansiedad) y comportamental (ganancias en asertividad y afrontamiento de problemas) que contribuyeron a mejorar su estado de bienestar general. El programa se presenta como un recurso útil de ayuda a mujeres maltratadas y otros colectivos vulnerables con las adaptaciones pertinentes.Este estudo analisa o estado afetivo-emocional e psicológico de um grupo de mulheres vítimas de violência sexista acolhidas numa casa de abrigo e discute as potencialidades da dança contemporânea como recurso de apoio para a sua melhoria. As participantes foram 10 mulheres migrantes da América Latina, Europa de Leste, África e Ásia, com idades entre 18 e 42 anos, para as quais se desenhou, implementou e avaliou um plano de intervenção baseado na dança. Após a sua implementação, foram observadas mudanças a nível cognitivo (gestão emocional), afetivo (fortalecimento do autoconceito e diminuição da ansiedade) e comportamental (maior assertividade e capacidade de enfrentar problemas), que contribuíram para melhorar o seu bem-estar geral. O programa revela ser um recurso útil para ajudar mulheres maltratadas e outros grupos vulneráveis com as devidas adaptações.The present study analyzes the affective-emotional and psychological state of a group of women victims of male violence living in a shelter home, and discusses the potential of contemporary dance as a resource for their recovery. The participants were 10 migrant women from Latin America, Eastern Europe, Africa and Asia, aged between 18 and 42 years, for whom a dance-based intervention plan was designed, implemented and assessed. After implementation, changes were observed at the cognitive (emotional management), affective (strengthening of self-concept and decrease of anxiety), and behavioral levels (gains in assertiveness and coping with problems), which contributed to improving their general well-being. The program is presented as a useful resource to help abused women and other vulnerable groups with the necessary adaptations.Este estudio ha sido financiado por el Vicerrectorado de Investigación de la Universidad de Alicante, programa de Ayudas por Productividad Investigadora para Grupos de Investigación (Ref. VIGROB298)