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

Triviño-Amigo, N.; Mendoza-Muñoz, David Manuel; Mayordomo-Pinilla, Noelia; Barrios-Fernández, Sabina; Contreras-Barraza, Nicolás; Gil-Marín, Miseldra; Castillo, Dante; Galán-Arroyo, Carmen; Rojo-Ramos, Jorge

doi:10.3390/ijerph192315451

Cited by 14 publications

(7 citation statements)

References 30 publications

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“…Similarly, familiarity was higher in primary school teachers than in middle and high school teachers, as well as the use of inclusive strategies. Our results are in line with the ones from a study by Triviño-Amigo et al (2022) , reporting that primary school teachers felt more prepared to implement inclusive strategies and reported to have received good training for inclusive systems than secondary school teachers.…”

Section: Discussionsupporting

confidence: 91%

Inclusive physical activity games at school: The role of teachers’ attitude toward inclusion

et al. 2023

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IntroductionInclusive physical activity games at school can be useful for teachers dealing with students with disabilities. The use of inclusive strategies and games can be directly linked to teachers’ self-efficacy and familiarity with the inclusive strategies, while it could be indirectly influenced by their attitude toward inclusion and, in a smaller part, by social desirability in their response. Moreover, teachers’ responses could be different among the different school grades. Therefore, the aim of the current study is to investigate the role of attitude toward inclusion, social desirability, self-efficacy, and familiarity in the use of physical activity games at school in teachers from all school grades.MethodsA sample of 1,583 schoolteachers was asked to fill out a questionnaire about their perceptions of governmental measures, self-efficacy, familiarity with inclusive strategies through physical activity, and two standardized questionnaires assessing attitudes toward inclusion and social desirability.ResultsTeachers from primary school reported lower scores in attitude toward inclusion total score and dimensions, namely impact on teacher, impact on the environment, impact on the other children, and impact on the student with disability. Moreover, the path analysis model showed that the attitude toward inclusion indirectly influenced the use of inclusive strategy and had a small direct effect on familiarity with inclusive strategies and self-efficacy. Social desirability slightly influenced both familiarity and self-efficacy but not the use of inclusive strategies. Familiarity and self-efficacy had a direct effect on the use of inclusive physical activity games.DiscussionThe results of the current study suggest that being familiar with and having a high self-efficacy in implementing inclusive strategies are well related to the use of inclusive strategies at school. In addition, more attention should be given to kindergarten and primary school teachers, who reported lower scores in the attitude toward inclusion and higher scores in social desirability.

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Section: Discussionsupporting

confidence: 91%

Inclusive physical activity games at school: The role of teachers’ attitude toward inclusion

et al. 2023

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“…Similarly, inclusive education teacher training equips teachers with the skills and information needed to promote fair and high-quality education (Arnaiz-Sánchez et al, 2023). Again, according to a study conducted by Triviño-Amigo et al (2022), teachers surveyed believe that the initial training programmes were sufficient for them to deal with the diversity of their learners and that continuous induction courses could assist in improving inclusive education. However, empowerment should be emphasised in teacher education along with practical and technical skills.…”

Section: B Teacher Training For Lesotho Inclusive Education Policy (L...mentioning

confidence: 99%

Reviewing Teachers' Preparedness to Adopt and Implement the Lesotho Inclusive Education Policy 2018 in Lesotho Schools

Khumalo,

Mosia

2023

EJEDU

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The launch of the Lesotho Inclusive Education Policy (LIEP) in 2018 by the Ministry of Education and Training assured the participation of learners with special educational needs (LSEN) in the education system. The policy requires teachers to be the drivers of educational initiatives within the school setting to execute the implementation of the policy and assumes that teachers' use of constructivism-based practices would influence them to implement inclusive education. Informed by a critical paradigm and situated within qualitative research, this paper sought to assess teachers’ preparedness to adopt and implement the LIEP and how they have revised their practices to align with the policy aspirations. Data were generated through individual, semi-structured interviews with a purposively selected group of eight primary school teachers. The data were analysed through thematic analysis. The findings reveal that teachers are unaware of the LIEP; they have not been sensitised about or trained on how the policy affects their educational practices. Additionally, teaching and learning resources to support diverse learners remain an obstacle to the full implementation of the policy. It is recommended that the Ministry of Education and Training facilitate teacher training and improve the infrastructure of schools to make them physically accessible. It is also recommended that a national study on reviewing teachers' preparedness to adopt and implement the Lesotho Inclusive Education Policy 2018 in Lesotho Schools is required to inform implementation of the Lesotho Inclusive Education Policy (LIEP) 2018 in mainstream schools.

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“…Sin embargo, la evidencia disponible en el sistema escolar en Chile indica que existe una débil incorporación de los distintos enfoques que permiten abordar la diversidad en la FID (Ferrada et al 2015). Incluso, los mismos docentes reconocen la débil incorporación en la FID de la diversidad (Triviño et al 2022). Y en general, la literatura destaca este déficit, pues una revisión de literatura realizada recientemente coincide en este diagnóstico (Bastías e Iturra 2022).…”

Section: Sistema Escolar Formación Inicial Docenteunclassified

Relación Entre La Formación Inicial Docente Y La Diversidad Cultural: Análisis Desde La Prensa en Chile

Martínez-Rojas,

Mondaca-Rojas

2023

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ResumenEl actual contexto de diversidad hace necesaria la incorporación de metodologías y prácticas pedagógicas capaces de contribuir al desarrollo educativo de todos los estudiantes, independientemente de sus características. Es ahí donde juega un rol central la Formación Inicial Docente, la cual constituye un momento crítico para la formación de profesores. Este artículo explora el tratamiento en la prensa, de la relación entre la Formación Inicial Docente [FID] y diversidad cultural. Es importante corroborar que esta relación ha sido elaborada en los medios de comunicación en Chile, lo cual da cuenta de que la relación entre FID y diversidad, es de interés público. El artículo se divide en dos partes mayores: en primer lugar, se desarrolla un análisis de documentos, con contenidos sobre el sistema educativo chileno vigente, en materia de formación inicial docente y diversidad cultural. En segundo lugar, se analizan documentos que contemplan información obtenida de los medios, respecto a formación inicial docente y diversidad cultural. Esta segunda parte, se divide en varias sub-secciones, que están constituidas por las categorías que resultaron del análisis de la prensa en la materia.

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

Cited by 14 publications

References 30 publications

Inclusive physical activity games at school: The role of teachers’ attitude toward inclusion

Inclusive physical activity games at school: The role of teachers’ attitude toward inclusion

Reviewing Teachers' Preparedness to Adopt and Implement the Lesotho Inclusive Education Policy 2018 in Lesotho Schools

Relación Entre La Formación Inicial Docente Y La Diversidad Cultural: Análisis Desde La Prensa en Chile

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