A Comparative Study of Teachers’ Use of Inclusive Practices in Spain

• In Event: Inclusive Education in Global Environments

Abstract

The purpose of this study was to examine the extent to which general education teachers in Spain use inclusive practices to attend student diverse educational needs and determine whether the use of these practices varies depending on grade level taught, years of teaching experience, gender. A survey was administered to a sample of 336 general education teachers (68 kindergarten, 133 elementary education, and 135 secondary education) randomly selected from 78 schools of the province of Alicante, Spain. Findings show that teacher do no adapt instruction sufficiently to attend student diversity for inclusion but kindergarten and elementary education teachers as well as experienced teachers used instructional adaptations more often than secondary and novice education teachers.

Authors

• Esther Chiner-Sanz, Universidad de Alicante

• Cristina M. Cardona, University of Alicante