Defining Inclusive Education: Surveying Educator Perceptions and Practices in Chile

• In Event: AERA Poster Session 12
  In Poster Session: Defining Inclusive Education: Surveying Educator Perceptions and Practices in Chile (San Diego)

Abstract

Although “inclusive education” might be likely grounds for defining teaching and learning processes that foster equity, disrupt systemic inequality, and deepen learning, there is an international dearth of such research, especially in Spanish-speaking contexts or literature. This exploratory instrument validation study sought to gauge how Latinx educators and schools in Chile define, perceive, and practice inclusion as it pertains to students identified through special education. Building on implementations of the International Survey on Inclusion (Krezmien et al., 2017) in Germany, Turkey, Saudi Arabia, the U.S., and India, in Chile the instrument was validated through a four step process: instrumentation; back-translation and content validation; pilot and data collection; and data analysis involving exploratory factor analysis and multiple linear regression.

Authors

• Christina Anderson Bosch, California State University - Fresno

• Michael P Krezmien, University of Massachusetts - Amherst