The Journey towards Inclusion: Exploring the Response of Teachers to the Challenge of Diversity in Schools
The Journey towards Inclusion: Exploring the Response of Teachers to the Challenge of Diversity in Schools
The general objective of the research presented in this article was to explore the attention to the diversity of students in kindergartens, and primary and high schools in the Region of Murcia (southeast of Spain). This study adopted a methodology of a quantitative nature. The instrument used to col...
| Título traducido: | The Journey towards Inclusion: Exploring the Response of Teachers to the Challenge of Diversity in Schools A viagem à inclusão: examinando a resposta do professorado ao desafio da diversidade nas escolas |
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| Título de la revista: | Revista Colombiana de Educación |
| Autor: | Cecilia María Azorín-Abellán |
| Palabras clave traducidas: | |
| Idioma: | Inglés Español |
| Enlace del documento: | https://revistas.pedagogica.edu.co/index.php/RCE/article/view/8100 |
| Tipo de recurso: | Documento de revista |
| Fuente: | Revista Colombiana de Educación; No 75 (Año 2018). |
| DOI: | http://dx.doi.org/10.17227/rce.num75-8100 |
| Entidad editora: | Universidad Pedagógica Nacional |
| Derechos de uso: | Reconocimiento - NoComercial (by-nc) |
| Materias: | Ciencias Sociales y Humanidades --> Ciencias Sociales |
| Resumen: | The general objective of the research presented in this article was to explore the attention to the diversity of students in kindergartens, and primary and high schools in the Region of Murcia (southeast of Spain). This study adopted a methodology of a quantitative nature. The instrument used to collect the data was the Themis Inclusion Tool (Azorín and Ainscow, 2018), which is a Likert scale aimed at teachers formed by three dimensions: contexts, resources and processes. Themis was administered to 545 teachers from 38 schools. This allowed knowing a series of strengths and weaknesses and diagnosing the profile of the schools (barely inclusive, towards inclusion and inclusive), and verifying statistically significant differences according to the variables studied (type of school, location and school stage). According to the results, the strengths focused on the process dimension, making reference to the teaching work, while the weaknesses were found in the contexts dimension, highlighting the scarce commitment between the schools and their communities. Differences were also found according to the type of school and the school stage. Finally, the predominant profile was “towards inclusion”. Therefore, the conclusions pointed to the need to continue working for the development of more inclusive practices in schools. |
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| Resumen traducido: | The general objective of the research presented in this article was to explore the attention to the diversity of students in kindergartens, and primary and high schools in the Region of Murcia (southeast of Spain). This study adopted a methodology of a quantitative nature. The instrument used to collect the data was the Themis Inclusion Tool (Azorín and Ainscow, 2018, which is a Likert scale aimed at teachers formed by three dimensions: contexts, resources and processes. Themis was administered to 545 teachers from 38 schools. This allowed knowing a series of strengths and weaknesses and diagnosing the profile of the schools (barely inclusive, towards inclusion and inclusive), and verifying statistically significant differences according to the variables studied (type of school, location and school stage). According to the results, the strengths focused on the process dimension, making reference to the teaching work, while the weaknesses were found in the contexts dimension, highlighting the scarce commitment between the schools and their communities. Differences were also found according to the type of school and the school stage. Finally, the predominant profile was “towards inclusion”. Therefore, the conclusions pointed to the need to continue working for the development of more inclusive practices in schools. O objetivo geral da pesquisa apresentada neste artigo foi examinar a atenção à diversidade dos alunos nas escolas infantil, fundamental e médica da região de Murcia (sudeste da Espanha). Este estudo baseou-se em uma metodologia quantitativa. O instrumento utilizado para compilar os dados foi Themis Inclusion Tool (Azorín e Ainscow,2018), que é uma escala tipo Likert dirigida ao professorado, conformada por três dimensões: contextos, recursos e processos. Themis foi aplicada em 545 professores de 38 escolas. Isso permitiu conhecer uma série de fortalezas e fraquezas, assim como diagnosticar o perfil das escolas (pouco inclusivo, em processo de inclusão e inclusivo) e verificar diferencias estadísticamente significativas segundo as variáveis estudadas (tipo de escola, localização e etapa escolar). De acordo com os resultados, as fortalezas concentraram-se na dimensão processos, relacionada com o trabalho docente, enquanto as debilidades concentraram-se na dimensão contextos, assinalando o escasso compromisso entre as escolas e suas comunidades. Adicionalmente, evidenciaram-se diferenças segundo o tipo de escola e a etapa escolar. Finalmente, o perfil dominante foi “em processo de inclusão”. Portanto, as conclusões assinalaram a necessidade de continuar a trabalhar no desenvolvimento de práticas mais inclusivas nas escolas. |
