Teachers' opinion relative to inclusion in Spain: A comparison between experienced and inexperienced teachers

International Journal of Diversity in Organisations, Communities and Nations

Volumn 11, Issue 3, 2012, Pages 151-168

  Cardona Moltó, María Cristina ^a  

^a UNIVERSITY OF ALICANTE   (Spain)

Author keywords

Inclusion; Spain; Students with special educational needs; Teacher perceptions

Indexed keywords

EID: 84871482757     PISSN: 14479532     EISSN: 14479583     Source Type: Journal    
DOI: 10.18848/1447-9532/cgp/v11i03/39009     Document Type: Article

References (41)

1. Álvarez, V., Rodríguez, A., García-Jiménez, E., Gil, J., López, I., Romero, S., Padilla, M. T., García, J., & Correa, J. (2002). La atención a la diversidad en los centros de enseñanza secundaria: estudio descriptivo en la provincia de Sevilla. Revista de Investigación Educativa, 20(1), 225-245.
2. Armstrong, F., Armstrong, D., & Barton, L. (2000). Inclusive education: Policy, contexts and comparative perspectives. London: David Fulton.
3. Avramidis, E., Bayliss, P., & Burden, R. (2000). A survey into mainstream teachers' attitudes towards the inclusion of children with special educational needs in the ordinary school in one Local Education Authority. Educational Psychology, 20(2), 191-211.
4. Cardona, M. C. (2000). Regular classroom teachers' perceptions of inclusion: Implications for teachers' preparation programs in Spain. In C. Day, C., & D. Veen (Eds.), Educational research in Europe (pp. 37-47). Louvain: Garant & European Educational Research Association.
5. Cardona, M. C. (2003). Mainstream teachers' acceptance of instructional adaptations in Spain. European Journal of Special Needs Education, 18(3), 311-332.
6. Cardona, M. C. (2009). Current trends in special education in Spain: Do they reflect legislative mandates towards inclusion? The Journal of the International Association of Special Education, 10(1), 4-10.
7. Chiner, E. (2011). Las percepciones y actitudes del profesorado hacia la inclusión del alumnado con necesidades educativas especiales como indicadores del uso de prácticas educativas inclusivas en el aula. Doctoral dissertation. Alicante: Faculty of Education, University of Alicante, Spain.
8. Cornoldi, C., Terreri, A., Scruggs, T. E., & Mastropieri, M. A. (1998). Teacher attitudes in Italy after twenty years of inclusion. Remedial and Special Education, 19(6), 350-356.
9. Daane, C. J., Beirne-Smith, M., & Latham, D. (2000). Administrators' and teachers' perceptions of collaborative efforts of inclusion in the elementary grades. Education, 12, 331-338.
10. Dev, P. C., & Morgan-Tanghal, P. A. (2002). Assisting, not assailing, inclusion: Teachers and principals share experiences and make recommendations. Exceptional Individuals, 27(1-2), 12-19.
11. Dev, P. C., & Scruggs, T. E. (1997). Mainstreaming and inclusion of students with learning disabilities: Perspectives of general educators in elementary and secondary schools. In T. E. Scruggs, & M. A. Mastriopieri (Eds.), Advances in learning and behavioral disabilities (Vol. 11, pp. 135-178). Greenwich, CT: JAI Press.
12. Dyson, A. (1999). Inclusion and inclusions: Theories and discourses in inclusive education. In H. Daniels, & P. Garner (Eds.), World yearbook of education: Inclusive education. London: Kogan Page.
13. Echeita, G. (2006). Educación para la inclusión o educación sin exclusiones. Madrid: Narcea.
14. Florian, L., & Rouse, M. (2001). Inclusive practice in English secondary schools: Lessons learned. Cambridge Journal of Education, 31(3), 105-108.
15. García-Pastor, C. (1998). Integration in Spain: A critical view. European Journal of Special Needs Education, 13(1), 43-56.
16. García-Pastor, C., García-Jiménez, E., & Rodríguez, G. (1993). La opinión de los profesores hacia la integración: análisis e instrumento para su valoración. Revista de Investigación Educativa, 22, 43-60.
17. Harry, B. (2005). Equity, excellence and diversity in a rural secondary school in Spain: "Integration is very nice, but"European Journal of Special Needs Education, 20(1), 89-106.
18. Hegarty, S. (1998). La educación especial en Europa. Revista Española de Pedagogía, 204, 345-359.
19. Hewitt, M. (1999). Inclusion from a general educator's perspective. Preventing School Failure, 43(3), 125-128.
20. Horne, P. E., & Timmons, V. (2009). Making it work: Teachers' perspectives on inclusion. International Journal of Inclusive Education 13(3), 273-286.
21. Jiménez-Trens, M. A., Díez-Allué, M. T., & Carballo, R. (2006). Respuesta educativa a la diversidad desde la perspectiva del profesorado de la ESO: estudio en la Comunidad Autónoma de La Rioja. Contextos Educativos, 8-9, 33-50.
22. Jordan, A., Underwood, K., Robinson, P., McKenzie, E., & McGee, M. (2004, April). Teachers' epistemological beliefs as indicators of their teaching practices. Paper presented at the Annual Meeting of the American Educational Research Association. San Diego, CA.
23. LISMI (1982). Ley 13/1982, de 7 de abril, de Integración Social de los Minusválidos. Boletín Oficial del Estado, 30/04/1982.
24. LOCE (2002). Ley Orgánica 10/2002, de 23 de diciembre, de Calidad de la Educación. Boletín Oficial Del Estado, 24/12/2002.
25. LOE (2006). Ley Orgánica 2/2006, de 3 de mayo, de Educación. Boletín Oficial del Estado, 04/05/2006.
26. LOGSE (1990). Ley 1/1990, de 3 de octubre, de Ordenación General del Sistema Educativo. Boletín Oficial del Estado, 04/10/90.
27. López-Melero, M. (2004). Una escuela sin exclusiones. Málaga: Aljibe.
28. López-Melero, M. (2005). Escuelas inclusivas: el Proyecto Roma, una cultura escolar más humanizada. Cuadernos de Pedagogía, 346, 52-57.
29. Mega, C., Castellini, K., & Vianello, R. (1998). Gli atteggiamenti degli insegnanti verso gli allievi con handicap: dalla scuola a quella superiore (Attitudes of teachers toward students with disabilities: From nursery schools to senior comprehensive schools). In R. Vianello, & C. Cornoldi (Eds.), Learning, metacognition, and personality (pp. 265-279). Bergamo, Italy: Edizione Junior.
30. Ministerio de Educación y Ciencia (2009). Las cifras de la educación en España. Estadísticas e indicadores. Madrid: Secretaría General Técnica (Available online, www.mec.es).
31. Moriña-Díez, A. (2002). El camino hacia la inclusión en España: una revisión de las estadísticas en educación especial. Revista de Educación, 327, 395-414.
32. Parrilla, A. (1992). El profesor ante la integración escolar: investigación y formación . Madrid: Cincel.
33. Rose, R. (1998). The curriculum: A vehicle for inclusion or a level for exclusion. In C. Tilstone, L. Florian, and R. Rose (Eds.), Promoting inclusive practice (pp. 27-38). London: Routledge.
34. Scott, B. J., Vitale, M. R., & Masten, W. G. (1998). Implementing instructional adaptations for students with disabilities: A literature review. Remedial and Special Education, 19(2), 106-119.
35. Schumm, J. S., & Vaughn, S. (1992). Planning for mainstreamed special education students: Perceptions of general classroom teachers. Exceptionality, 3(2), 81-98.
36. Scrugg, T. E., & Mastropieri, M. A. (1996). Teacher perceptions of mainstreaming/inclusion, 1958-1995: A research synthesis. Exceptional Children, 63, 59-74.
37. Semmel, M. I., Abernathy, T. V., Butera, G., & Lesar, S. (1991). Teacher perceptions of the Regular Education Initiative. Exceptional Children, 58, 9-24.
38. SPSS, Inc. (1998). SPSS for Windows user's guide. Chicago: Author.
39. UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education. New York: UNESCO.
40. Warnock, M. (1978). Special educational needs. Report of the Committee of Inquiry into the Education of Handicapped Children and Young People. London: Her Majesty's Stationery Office.
41. Wolfensberger, W. (1972). The principal of normalization in human services. Toronto, Canada: National Institute on Mental Retardation of Canada