The Teacher’s Perspective on Inclusion in Education: An Analysis of Curriculum Design

Sustainability

Pedro Jurado-de-los-Santos¹  Victoria Figueredo-Canosa²  Macarena Castellary-López²  MaríaJesús Colmenero-Ruiz³  RosaEva Valle-Flórez⁴ 

[1] Department of Applied Pedagogy, Autonomous University of Barcelona, 08193 Cerdanyola, Barcelona, Spain;Department of Education, University of Almería, 04120 Almería, Spain;Department of Pedagogy, University of Jaen, 23071 Jaen, Spain;Faculty of Education, University of León, 24071 León, Spain;

关键词: inclusive education;    compulsory education;    curricular design;    SEN;    assessment;   

DOI  :  10.3390/su13094766

来源: DOAJ

【 摘 要 】

The study we present is based on the responses given to students with specific educational support needs in compulsory education stages. Focused from the perspective of teachers within the framework of educational inclusion. To this end, the role of teachers and their influence on curriculum design, methodology, and assessment is taken into account. A descriptive and inferential methodological approach is used, with a sample of 2457 teachers from the Spanish context, applying an ad-hoc questionnaire. The results indicate the influence of teachers’ socio-demographic variables on the implementation of curriculum design, methodology, and assessment strategies in line with educational inclusion. The conclusions highlight the reactive versus proactive nature of teaching, although the sufficiency of educational practice is considered, characterised by differences according to age, gender, experience, or location of educative centre, among other variables analysed. It is established that improvements can be identified that can be strengthened. Specifically those related to the interests and motivations of students with SEN and their participation in assessment processes.

【 授权许可】

Unknown