La autoevaluación de centros en España para la atención a la diversidad desde una perspectiva inclusiva: ACADI

Sánchez, Pilar Arnaiz; Lavela, José Manuel Guirao

doi:10.6018/reifop.18.1.214341

Cited by 41 publications

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“…Este matiz es relevante en tanto que se legitiman saberes expertos donde cabría preguntarse si tales hallazgos tienen la entidad suficiente como para permear las prácticas cotidianas de los centros escolares y si, por tanto, de ellos emana un verdadero impacto en las aulas. A este respecto, algunas investigaciones respaldan el impacto positivo de la aplicación de instrumentos de medición en este campo, de los que se derivan procesos de autoevaluación y se concretan, a posteriori, acciones de mejora que abogan por el cambio hacia el desarrollo de prácticas de orientación inclusiva en las instituciones educativas (Arnaiz y Guirao, 2015;Colmenero y Pegalajar, 2015;Domínguez y López, 2010;León y Arjona, 2011). El sentido del trabajo que aquí se expone gira en torno a la idea de educación inclusiva y de atención a la diversidad.…”

Section: Introductionunclassified

Análisis de instrumentos sobre educación inclusiva y atención a la diversidad

Abellán

2017

Rev. Complut. Educ

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Resumen. El propósito de este trabajo es la recopilación, descripción y comentario de instrumentos sobre atención a la diversidad y educación inclusiva. Con este fin, se presenta un estudio descriptivo que aglutina una serie de instrumentos elaborados para su cumplimentación por parte del profesorado, del alumnado y de las familias. Se ha considerado como criterio la selección de instrumentos diseñados para la recogida de información sobre atención a la diversidad y educación inclusiva en distintos escenarios y niveles escolares. Asimismo, se ha hecho uso del análisis de contenido como método de investigación y se ha utilizado la técnica de revisión documental. Los hallazgos revelan que los instrumentos dirigidos al profesorado indagan en el uso de diferentes tipos de medidas, su actitud hacia la diversidad, su opinión sobre la educación inclusiva, y su formación. Por otro lado, los instrumentos creados para recoger la voz del alumnado profundizan principalmente en las prácticas educativas que suceden en las aulas, mientras que los instrumentos ideados para las familias aluden al nivel de satisfacción respecto al proceso de enseñanza-aprendizaje de sus hijos e hijas. En este sentido, las conclusiones indican que el colectivo discente es preguntado más bien por las prácticas educativas y climas de aula que por las actitudes hacia la inclusión, como es el caso de los docentes. Paralelamente, se propone ahondar en el estudio de los valores que emanan de las familias, y reflexionar si éstos son aspectos facilitadores o limitadores de la inclusión. Por último, se incide en la necesidad de abrir nuevas líneas de investigación que permitan a los creadores de futuros instrumentos avanzar hacia el desarrollo de prácticas más inclusivas y construir conocimiento. Palabras clave: Análisis de contenido; instrumento de medida; profesor; alumno; familia.[en] Analysis of instruments on inclusive education and attention to diversity Abstract. This paper seeks to collect, describe and comment on tools used to attend to diversity and in inclusive education. A descriptive study is presented that covers a series of tools that have been developed to be filled in by teachers, students and their families. A criterion of the selection of tools was that they should be designed to collect information about attention to diversity and inclusive education in a variety of scenarios and school levels. Content analysis, using documentary research techniques, has also been carried out. The findings reveal that tools aimed at teachers go into the various types of measures used, attitude towards diversity, opinions regarding inclusive education and teacher training. Tools designed to collect the views of students, on the other hand, inquire more into the teaching practices going on in the classrooms, while those directed towards their families deal more with levels of satisfaction with regard to their children's teaching-learning experiences. In this sense, the conclusions indicate that the student group is questioned more by educational practices...

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Section: Introductionunclassified

Análisis de instrumentos sobre educación inclusiva y atención a la diversidad

Abellán

2017

Rev. Complut. Educ

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“…Therefore, as confirmed by Arnaiz and Guirao (2014), schools are currently undergoing a process of transformation, which they must face in order to evolve according to the needs of society. Flexibility, creativity, tolerance and diversity are some of the characteristics that schools must have in order to adequately address all their students and develop an education for all.…”

Section: Discussionmentioning

confidence: 99%

“…After reviewing various instruments and the literature related to the identification of the barriers to the development of inclusive education in the field of education (Ainscow, 2001;Ainscow & Booth, 2002;Ainscow et al, 2016;Arnaiz & Guirao, 2014; the Reine Guide prepared by the UDS State of Education, 2009), the instrument described above was constructed following the necessary steps in order to obtain its validity. Subsequently, we contacted the coordinators of the selected master's courses to inform them of the study to be carried out.…”

Section: Methodsmentioning

confidence: 99%

Barriers to Student Learning and Participation in an Inclusive School as Perceived by Future Education Professionals

Sánchez

Rodríguez

Martínez³

2019

J. New Approaches Educ. Res.

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Inclusive education represents the way forward to achieving high quality education systems, which are fair and equitable. This paper analyzes the barriers to learning and the current participation of schools in the promotion of inclusion from the perspective of future teaching professionals, specifically, 86 students from three Masters Courses in the Faculty of Education of the University of Murcia. A questionnaire was utilized in order to ascertain their perceptions of the limitations and obstacles present within the school context, the attitudes, the availability of resources and the adequacy of the educational response offered by the educational centres in which they had carried out their teacher training placements, with the aim of improving the future training of other students. A non-experimental narrative method was used. The results show many barriers and obstacles in the educational centres such as a lack of teacher training, which is needed to respond to the needs of all the students, the consideration that the diversity of the students is a problem, physical barriers, underuse of existing resources, as well as an educational response lacking in organizational and didactic strategies which does not take responsibility for a just and inclusive curriculum for all students.

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“…Several studies support the positive effect of the use of measuring instruments and self-evaluation processes that are subsequently materialized in improvement exercises that defend the transformation towards the increase of practices in an inclusive sense in the educational centers [10][11][12][13]. On the other hand, it should be noted that there are already instruments about attention to diversity for quality IE that are aimed at teachers, students, and families.…”

Section: Justificationmentioning

confidence: 99%

Validation of the Index for Inclusion Questionnaire for Compulsory Secondary Education Students

et al. 2020

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As one of the protagonists in education, the perspective of the students is fundamental in the determination of inclusive education in an educational center. The Index for Inclusion is an instrument and strategy for self-evaluation. One of their questionnaires, the questionnaire for compulsory secondary education students, is intended for students and has become one of the most used instruments to help teaching teams to self-assess their political and practical cultures from the perspective of the values and principles of educational inclusion worldwide. Some of the questionnaires included in the Index have been used in many studies, mainly in a qualitative way. For this reason, the present study intends to show evidence of validity of the Index for Inclusion questionnaire of students in a quantitative way through an exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA). In this study, 727 secondary school students (359 boys and 368 girls) aged between 13 and 19 years (M = 13.89; SD = 1.35) took part. They belonged to six educational centers in the province of Almeria. To analyze the temporal stability of the Index for Inclusion student questionnaire, a second independent sample of 81 secondary school students was used, aged between 15 and 18 years (M= 16.14; SD = 0.78). The results revealed adequate adjustment rates, showing the invariant structure with respect to gender. The Student Inclusion Index was shown to be a robust and adequate psychometric instrument to assess the degree of development of inclusive education in schools from the perspective of secondary school students, and therefore, its future application to students in schools is recommended.

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La autoevaluación de centros en España para la atención a la diversidad desde una perspectiva inclusiva: ACADI

Cited by 41 publications

References 0 publications

Análisis de instrumentos sobre educación inclusiva y atención a la diversidad

Análisis de instrumentos sobre educación inclusiva y atención a la diversidad

Barriers to Student Learning and Participation in an Inclusive School as Perceived by Future Education Professionals

Validation of the Index for Inclusion Questionnaire for Compulsory Secondary Education Students

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