000135501 001__ 135501
000135501 005__ 20250923084422.0
000135501 0247_ $$2doi$$a10.1080/13603116.2024.2343061
000135501 0248_ $$2sideral$$a138621
000135501 037__ $$aART-2024-138621
000135501 041__ $$aeng
000135501 100__ $$0(orcid)0000-0002-6083-8759$$aLatorre-Cosculluela, Cecilia$$uUniversidad de Zaragoza
000135501 245__ $$aPerceived barriers and needs of teachers in inclusive schools and their relationship with transformation processes
000135501 260__ $$c2024
000135501 5060_ $$aAccess copy available to the general public$$fUnrestricted
000135501 5203_ $$aIn 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
000135501 536__ $$9info:eu-repo/grantAgreement/ES/MICINN-AEI/10.13039/501100011033$$9info:eu-repo/grantAgreement/ES/DGA/S49-23R$$9info:eu-repo/grantAgreement/ES/DGA/S42-23R-CREVALOR$$9info:eu-repo/grantAgreement/ES/AEI/PID2020-113338RB-I00
000135501 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttp://creativecommons.org/licenses/by-nc/3.0/es/
000135501 590__ $$a1.7$$b2024
000135501 592__ $$a1.064$$b2024
000135501 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b260 / 756 = 0.344$$c2024$$dQ2$$eT2
000135501 593__ $$aEducation$$c2024$$dQ1
000135501 593__ $$aArts and Humanities (miscellaneous)$$c2024$$dQ1
000135501 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000135501 700__ $$0(orcid)0000-0001-9319-5895$$aRivera-Torres, Pilar$$uUniversidad de Zaragoza
000135501 700__ $$0(orcid)0000-0002-9685-8399$$aLiesa-Orús, Marta$$uUniversidad de Zaragoza
000135501 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000135501 7102_ $$14011$$2095$$aUniversidad de Zaragoza$$bDpto. Direc.Mark.Inves.Mercad.$$cÁrea Comerci.Investig.Mercados
000135501 773__ $$g(2024), [17 pp.]$$pINTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION$$tINTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION$$x1360-3116
000135501 8564_ $$s433192$$uhttps://zaguan.unizar.es/record/135501/files/texto_completo.pdf$$yPostprint$$zinfo:eu-repo/date/embargoEnd/2025-12-21
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000135501 909CO $$ooai:zaguan.unizar.es:135501$$particulos$$pdriver
000135501 951__ $$a2025-09-22-14:36:36
000135501 980__ $$aARTICLE