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This paper presents a research study on inclusive practices of primary education teachers in schools in the north area of Cordoba, Spain (priority action of education inspectors in Andalusia in 2009/10). The objectives were: to identify inclusive practices that promote coexistence in schools, and to find out whether school organization and functioning are at the service of inclusive learning. Hypotheses focused on establishing whether teachers´ characteristics —gender, age, working experience, subject, work place, position and tutorship— affect inclusive practices in two dimensions: coexistence and school organization and functioning. A sample of 173 participants filled in a questionnaire (Likert scale) adapted from the Index for Inclusion after piloting. Significant differences between teachers’ characteristics and the proposed dimensions were identified.

revista investigación educativa/rie. revista investigación educativa

Prácticas inclusivas de los docentes en la convivencia escolar y en la organización y funcionamiento de los centros de educación primaria de la zona norte de Córdoba