Descriptive and comparative of School Inclusion through Index for Inclusion

Sergio Sánchez ^[1] ; Henar Rodríguez ^[2] ; Marta Sandoval ^[1]
1. [1] Universidad Autónoma de Madrid
  
  Universidad Autónoma de Madrid
  
  Madrid, España
2. [2] Universidad de Valladolid
  
  Universidad de Valladolid
  
  Valladolid, España
Localización: Psychology, Society & Education, ISSN 1989-709X, ISSN-e 2171-2085, Vol. 11, Nº. 1, 2019, págs. 1-13
Idioma: inglés
Enlaces
- Texto completo (pdf)

Resumen
- Aligning the paradigm of inclusive education, the main objective that promoted this study presented below was to evaluate the approach and inclusive measures implemented to 430 education professionals from different centres educational primary school in Spain. The questionnaire assesses the three dimensions that Booth & Ainscow (2011) define inclusive education (Cultures, Policies and Practices). In this study, it is performed a descriptive and comparative analysis of the questionnaire to analyse the barriers and facilitators to the implementation of inclusive educational approaches. The type of school (public, rural or private), schools are learning communities, number of teachers, results that analyse the content of the items of the instrument and turn relate the degree of inclusion as contributing variables support, number of pupils with special educational needs, type of school grouping, family involvement, coexistence and expectations.