Perceived barriers and needs of teachers in inclusive schools and their relationship with transformation processes
Latorre-Cosculluela, Cecilia (Universidad de Zaragoza) ; Rivera-Torres, Pilar (Universidad de Zaragoza) ; Liesa-Orús, Marta (Universidad de Zaragoza)
Resumen: In the transformation towards inclusive education, teachers are professionals who research, reflect on, and identify the conditions that hinder their development and that of their students. This study focused on a population of pupils with autism spectrum disorder (ASD). It aimed to apply a quantitative methodology to analyze the relationships existing among the barriers perceived in the teaching-learning process, teacher needs, and transformative attitudes toward the process of inclusion of these children. A total of 454 teachers from mainstream schools participated in this study. A Structural Equation Model was carried out to test the proposed relationships. The results showed that a greater perception of the barriers faced by these students meant that the needs perceived by teachers were also more pronounced. These needs are related to training and experience regarding the inclusion of pupils with ASD, as well as the resources and support teachers available to them. Perceived needs have significant positive effects on teachers’ attitudes in favour of transforming the process of inclusion of pupils with ASD. The importance of introducing changes in inclusive education for the most vulnerable students was highlighted
Idioma: Inglés
DOI: 10.1080/13603116.2024.2343061
Año: 2024
Publicado en: INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION (2024), 1-17
ISSN: 1360-3116
Financiación: info:eu-repo/grantAgreement/EUR/AEI/PID2020-113338RB-I00
Financiación: info:eu-repo/grantAgreement/ES/DGA/S42-23R-CREVALOR
Financiación: info:eu-repo/grantAgreement/ES/DGA/S49-23R
Financiación: info:eu-repo/grantAgreement/ES/MICINN-AEI/10.13039/501100011033
Tipo y forma: Article (PostPrint)
Área (Departamento): Área Didáctica y Organiz. Esc. (Dpto. Ciencias de la Educación)
Área (Departamento): Área Comerci.Investig.Mercados (Dpto. Direc.Mark.Inves.Mercad.)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
Fecha de embargo : 2025-12-21
Exportado de SIDERAL (2024-05-29-14:17:01)
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Idioma: Inglés
DOI: 10.1080/13603116.2024.2343061
Año: 2024
Publicado en: INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION (2024), 1-17
ISSN: 1360-3116
Financiación: info:eu-repo/grantAgreement/EUR/AEI/PID2020-113338RB-I00
Financiación: info:eu-repo/grantAgreement/ES/DGA/S42-23R-CREVALOR
Financiación: info:eu-repo/grantAgreement/ES/DGA/S49-23R
Financiación: info:eu-repo/grantAgreement/ES/MICINN-AEI/10.13039/501100011033
Tipo y forma: Article (PostPrint)
Área (Departamento): Área Didáctica y Organiz. Esc. (Dpto. Ciencias de la Educación)
Área (Departamento): Área Comerci.Investig.Mercados (Dpto. Direc.Mark.Inves.Mercad.)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes. Fecha de embargo : 2025-12-21
Exportado de SIDERAL (2024-05-29-14:17:01)
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Este artículo se encuentra en las siguientes colecciones:
Articles > Artículos por área > Comercialización e Investigación de Mercados
Articles > Artículos por área > Didáctica y Organización Escolar
Record created 2024-05-29, last modified 2024-05-29