Teachers’ Use of Inclusive Practices in Spain

By Esther Chiner and M. Cristina Cardona-Moltó.

Published by The International Journal of Learner Diversity and Identities

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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

International Journal of Learner Diversity and Identities, Volume 19, Issue 1, pp.29-45. Article: Print (Spiral Bound). Article: Electronic (PDF File; 304.538KB).

Dr. Esther Chiner

Lecturer of Special and Inclusive Education, Faculty of Education, University of Alicante, Alicante, Spain

Dr. Esther Chiner is a lecturer of Special and Inclusive Education at the Faculty of Education, University of Alicante, Spain. Her research areas include teachers’ attitudes and perceptions about inclusion, instructional adaptations, and inclusive practices.

Dr. M. Cristina Cardona-Moltó

Professor of Special and Inclusive Education, Faculty of Education, University of Alicante, Alicante, Spain

Dr. Maria Cristina Cardona is a professor of Special and Inclusive Education at the University of Alicante, Spain. Her research interests focus on research methods in inclusive education, instructional and curriculum adaptations for diversity, and co-teaching. She directs the Diversity and Special/Inclusive Education research group at this institution, and coordinates the doctoral program “Responding to Diversity in Educational Contexts.”