The teacher's perspective on inclusion in education : an analysis of curriculum design
Jurado de los Santos, Pedro (Universitat Autònoma de Barcelona. Departament de Pedagogia Aplicada)
Colmenero Ruiz, María Jesús (Universidad de Jaén. Departamento de Pedagogía)
Valle-flórez, Rosa Eva (Universidad de León. Facultad de Educación)
Castellary-lópez, Macarena (Universidad de Almería. Departamento de Educación)
Figueredo-canosa, Victoria (Universidad de Almería. Departamento de Educación)

Data:	2021
Resum:	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 suf-ficiency 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 im-provements 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.
Ajuts:	Ministerio de Economía y Competitividad EDU2016-75574-P
Drets:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Llengua:	Anglès
Document:	Article ; recerca ; Versió publicada
Matèria:	Inclusive education ; Compulsory education ; Curricular design ; SEN ; Assessment
Publicat a:	Sustainability, Vol. 13 Núm. 9 (january 2021) , p. 4766, ISSN 2071-1050

DOI: 10.3390/su13094766

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