Percepción y actitudes de docentes de educación inicial frente a la inclusión educativa

Abstract

Inclusive education has been the subject of intensive research. Its processes and linked variables have been studied in teachers and students of elementary and secondary school education and even at the university, but in a smaller number in initial education. The aim of the present research work is to determine the perceptions and attitudes of the teachers of initial education about the inclusion of students with special education needs. The study corresponds to a quantitative approach of a descriptive scope. The sample population was 34 initial-level teachers from public schools in the city of Cuenca. For the data collection phase the scale of Cardona, Gómez & Gonzalez (2000) was used, adapted by Chiner (2011). Additionally, the questionnaire to assess knowledge by Clavijo, López, Cedillo, Mora & Ortiz (2016) was applied. The data analysis included descriptive statistics and the results showed that the attitude of initial education teachers regarding inclusive education in general is favorable. However, it showed a significant variation that becomes unfavorable at the time of inquiring about the training and the resources available to carry out this process as well as providing adequate attention to the students. On the same way it can be said that initial education teachers consider inclusive education as of a higher importance.