The Right to Inclusive Quality Education: Primary School Teachers’ Perceptions Based on the EPREPADI-1 Scale

Abstract

The following study aimed to describe the perception of primary education teachers regarding pupils who are discriminated against on the grounds of low functional performance. In this way, the EPREPADI-1 scale (primary education teachers’ perception of their training and professional practice in relation to pupils with disabilities) was applied with a purposive and non-probabilistic sampling aimed at teachers in the Region of Murcia, obtaining a sample with a confidence level of 95% and a sampling error of 5% (410 participants). Being quantitative descriptive research, an exploratory factor analysis was carried out to determine the existence of seven key factors, of which three were considered, due to their high significance for the objectives of this study, to determine their correlation by means of the Pearson test, as well as the Chi-square test and Cramer’s V test to determine the correlation between the factors and the ordinal variables of the scale. These tests allowed us to analyse the existing relationships between the specific training received (initial and continuous), and the effects that this training had on the performance of their professional practice. At the same time, we investigated the perception teachers have of their use of the language of negation, and to what extent the semantics used can lead to situations of exclusion.

Inclusive Education from the Contributions in the Virtual Forums of the Students of the Degree of Pedagogy at the University of Malaga

“…Another concerning aspect, in which we concur with other studies [40][41], is the perceived inability reported by students to develop and advocate for inclusive practices. In this regard, they consider that they have limited competencies, skills, and methodological and organizational strategies to promote IE strategies, which aligns with [41].…”

“…They always consider the personal characteristics of the diagnosed student in terms of deficit or need. This perception of IE by students in training, which appears in numerous studies [39][40], focuses on individual differences, institutional barriers, and personalized attention [39]. It prevents the development of a comprehensive project that is the responsibility of the entire educational community, especially of the teaching staff, and involves providing educational support to all students in general [7].…”

La educación inclusiva en el proceso de formación docente

“…;Díaz y Molina (2022) se debe generar un análisis sobre la formación inicial y continua, como este genera un impacto en el desarrollo profesional de los educandos. En tanto,Niño et al, (2019) los docentes deben mantener y fomentar el diálogo con los padres o tutores de cada alumno, porque la educación comienza en el hogar y los representantes legales están involucrados en el proceso educativo del niño.…”