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Inclusive Education in Primary and Secondary School: Perception of Teacher Training

Author

Listed:
  • Natalia Triviño-Amigo

    (Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain)

  • David Manuel Mendoza-Muñoz

    (Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain)

  • Noelia Mayordomo-Pinilla

    (Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain)

  • Sabina Barrios-Fernández

    (Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain)

  • Nicolás Contreras-Barraza

    (Facultad de Economía y Negocios, Universidad Andrés Bello, Viña del Mar 2531015, Chile)

  • Miseldra Gil-Marín

    (Public Policy Observatory, Universidad Autónoma de Chile, Santiago 7500912, Chile)

  • Dante Castillo

    (Centro de Estudios e Investigación Enzo Faletto, Universidad de Santiago de Chile, Santiago 9170022, Chile)

  • Carmen Galán-Arroyo

    (Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain)

  • Jorge Rojo-Ramos

    (Physical Activity for Education, Performance and Health (PAEPH) Research Group, Faculty of Sports Sciences, University of Extremadura, 10003 Cáceres, Spain)

Abstract

Introduction. Inclusive education is one of the main objectives of the educational system toward achieving equal opportunities among students. To this end, teacher training plays an important role in the different educational stages. Objectives. To analyze the perceived readiness of teachers for inclusive education and to see the differences in primary and secondary education. Methods: A total of 961 active teachers from public schools, 53.3% Primary and 46.7% Secondary Education, were analyzed by means of a questionnaire on Teachers’ perceptions about their preparation for inclusive education and the CEFI-R instrument. Results. There are statistically significant differences between the two stages in the first questionnaire (question 1: p = 0.03; question 2: p < 0.01 and question 3: p < 0.01) and also, in 3 of the four CEFI-R dimensions, with the primary score being higher. Conclusions: This study shows that there is a large percentage of teachers who believe that their initial training is insufficient to deal with student diversity. In addition, most of them state that continuous training has helped them to improve inclusive education and that they would be willing to attend training courses on inclusion, although in secondary school, the predisposition is lower than in high school. On the other hand, teachers of both educational stages show a mostly favorable attitude according to the CEFI-R, being higher in primary than in secondary school. In this sense, the public administration has work to do.

Suggested Citation

  • Natalia Triviño-Amigo & David Manuel Mendoza-Muñoz & Noelia Mayordomo-Pinilla & Sabina Barrios-Fernández & Nicolás Contreras-Barraza & Miseldra Gil-Marín & Dante Castillo & Carmen Galán-Arroyo & Jorge, 2022. "Inclusive Education in Primary and Secondary School: Perception of Teacher Training," IJERPH, MDPI, vol. 19(23), pages 1-12, November.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:23:p:15451-:d:980362
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    References listed on IDEAS

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    1. Rashed Aldabas, 2020. "Special Education Teachers’ Perceptions of Their Preparedness to Teach Students With Severe Disabilities in Inclusive Classrooms: A Saudi Arabian Perspective," SAGE Open, , vol. 10(3), pages 21582440209, August.
    2. Natalia Triviño-Amigo & Sabina Barrios-Fernandez & Carlos Mañanas-Iglesias & Jorge Carlos-Vivas & María Mendoza-Muñoz & José Carmelo Adsuar & Ángel Acevedo-Duque & Jorge Rojo-Ramos, 2022. "Spanish Teachers’ Perceptions of Their Preparation for Inclusive Education: The Relationship between Age and Years of Teaching Experience," IJERPH, MDPI, vol. 19(9), pages 1-12, May.
    3. Natalia Triviño-Amigo & Sabina Barrios-Fernandez & Carlos Mañanas-Iglesias & Jorge Carlos-Vivas & José Carmelo Adsuar & Ángel Acevedo-Duque & Jorge Rojo-Ramos, 2022. "Differences among Male and Female Spanish Teachers on Their Self-Perceived Preparation for Inclusive Education," IJERPH, MDPI, vol. 19(6), pages 1-9, March.
    4. Jorge Rojo-Ramos & Fernando Manzano-Redondo & Sabina Barrios-Fernandez & Miguel A. Garcia-Gordillo & Jose Carmelo Adsuar, 2021. "A Descriptive Study of Specialist and Non-Specialist Teachers’ Preparation towards Educational Inclusion," IJERPH, MDPI, vol. 18(14), pages 1-13, July.
    5. Jorge Rojo-Ramos & Carlos Ferrera-Granados & Manuel Fernández-Guerrero & Fernando Manzano-Redondo & Miguel Ángel Garcia-Gordillo & Patricia Polero & José Carmelo Adsuar, 2020. "A Descriptive Study on the Training and Attitude of Future Teachers towards Educational Inclusion," Sustainability, MDPI, vol. 12(19), pages 1-14, September.
    6. Sukkyung You & Eui Kyung Kim & Kyulee Shin, 2019. "Teachers’ Belief and Efficacy Toward Inclusive Education in Early Childhood Settings in Korea," Sustainability, MDPI, vol. 11(5), pages 1-12, March.
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    Cited by:

    1. Anna Shutaleva & Nikita Martyushev & Zhanna Nikonova & Irina Savchenko & Vladislav Kukartsev & Vadim Tynchenko & Yadviga Tynchenko, 2023. "Sustainability of Inclusive Education in Schools and Higher Education: Teachers and Students with Special Educational Needs," Sustainability, MDPI, vol. 15(4), pages 1-18, February.

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