Open AccessDescriptive and comparative analysis of School Inclusion through Index for Inclusion
Author(s) -
Sergio Sánchez Fuentes,
Henar Rodríguez,
Marta Sandoval Mena
Publication year - 2019
Publication title -
psychology, society and education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.179
H-Index - 8
eISSN - 2171-2085
pISSN - 1989-709X
DOI - 10.25115/psye.v11i1.653
Subject(s) - inclusion (mineral) , descriptive statistics , descriptive research , index (typography) , psychology , special education , medical education , pedagogy , mathematics education , sociology , medicine , mathematics , computer science , social science , social psychology , statistics , world wide web
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.