Compulsory Education Teachers’ Perceptions of Resources, Extracurricular Activities and Inclusive Pedagogical Training in Spain
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AuthorLeiva-Olivencia, Juan José; López Berlanga, Maria Carmen; Miñán Espigares, Antonio; Villegas Lirola, Francisco
Inclusive educationTeacher trainingResources and materialsExtracurricular Activities
Leiva-Olivencia, J.J.; López-Berlanga, M.C.; Miñán Espigares, A.; Villegas Lirola, F. Compulsory Education Teachers’ Perceptions of Resources, Extracurricular Activities and Inclusive Pedagogical Training in Spain. Sustainability 2021, 13, 5171. https://doi.org/10.3390/su13095171
SponsorshipR+D+I Research Project entitled “Evaluation of the response to students with Specific Educational Support Needs associated with disability in Compulsory Education: Current situation and proposal for improvement” (EDU2016-75574-P); Spanish Ministry of Economy, Industry and Competitiveness; ERDF - European Union
Inclusive education is an issue of great interest and social and pedagogical significance in the quality of the education system. Its impact on the context, reality and training of teachers is a decisive impulse to build an open mind in relation to diversity as a characteristic element of education and today’s society. The objective of this study was to explore the perceptions of compulsory education teachers (primary and secondary) about teacher training, resources, and after-school activities in the care of students with specific educational support needs associated with disability in 12 Autonomous Communities of Spain. A survey has been carried out, for which an ad hoc questionnaire was built, involving 2457 docents. A descriptive and inferential analysis has been carried out by means of an average comparison between each issue and the different intrapersonal factors. Specifically, two types of tests have been used, using the SPSS version 25 program for analysis: testing independent samples (Levene test and t-test for equal means) and one-way ANOVA according to the type of independent variable considered. Among the results is the need to increase teacher training in inclusive education, the existence of divergences on the material, and spatial resources available for diversity care. Similarly, the relevance of after-school activities was identified as initiatives and spaces for the visibility of diversity and culture of inclusion in schools.