The aim of this study was to examine the extent to which teachers use inclusive practices to respond to students’ special needs in their classrooms and to determine whether grade level taught, training, and availability of resources and support affect the implementation of these practices. A research survey was designed for this purpose with the participation of a representative sample of 336 general education teachers (68 kindergarten, 133 elementary, and 135 secondary education teachers) in the province of Alicante, Spain. Findings reflected a moderate use of inclusive practices, with teachers more frequently implementing general adaptations rather than substantial ones. Statistically significant differences in use of inclusive practices were found as a function of the grade level taught, training received, and availability of material resources. Results are discussed in terms of their implication for teacher education reform and training programs.
|Keywords:||Inclusive Education, Inclusive Practices, Instructional Adaptations, Special Educational Needs, General Education Teachers|
Lecturer of Special and Inclusive Education, Faculty of Education, University of Alicante, Alicante, Spain
Professor of Special and Inclusive Education, Faculty of Education, University of Alicante, Alicante, Spain