The Teacher’s Perspective on Inclusion in Education: An Analysis of Curriculum Design
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,...
| Main Authors: | , , , , |
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| Format: | info:eu-repo/semantics/article |
| Language: | English |
| Published: |
MDPI
2021
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| Subjects: | |
| Online Access: | http://hdl.handle.net/10835/10616 https://doi.org/10.3390/su13094766 |
| _version_ | 1789406526865145856 |
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| author | Jurado de los Santos, Pedro Colmenero Ruiz, María Jesús Valle Flórez, Rosa Eva Castellary López, Macarena Figueredo Canosa, Victoria |
| author_facet | Jurado de los Santos, Pedro Colmenero Ruiz, María Jesús Valle Flórez, Rosa Eva Castellary López, Macarena Figueredo Canosa, Victoria |
| author_sort | Jurado de los Santos, Pedro |
| collection | DSpace |
| description | 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. |
| format | info:eu-repo/semantics/article |
| id | oai:repositorio.ual.es:10835-10616 |
| institution | Universidad de Cuenca |
| language | English |
| publishDate | 2021 |
| publisher | MDPI |
| record_format | dspace |
| spelling | oai:repositorio.ual.es:10835-106162023-04-12T19:13:35Z The Teacher’s Perspective on Inclusion in Education: An Analysis of Curriculum Design Jurado de los Santos, Pedro Colmenero Ruiz, María Jesús Valle Flórez, Rosa Eva Castellary López, Macarena Figueredo Canosa, Victoria inclusive education compulsory education curricular design SEN assessment 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. 2021-05-03T08:40:28Z 2021-05-03T08:40:28Z 2021-04-23 info:eu-repo/semantics/article 2071-1050 http://hdl.handle.net/10835/10616 https://doi.org/10.3390/su13094766 en https://www.mdpi.com/2071-1050/13/9/4766 Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess MDPI |
| spellingShingle | inclusive education compulsory education curricular design SEN assessment Jurado de los Santos, Pedro Colmenero Ruiz, María Jesús Valle Flórez, Rosa Eva Castellary López, Macarena Figueredo Canosa, Victoria The Teacher’s Perspective on Inclusion in Education: An Analysis of Curriculum Design |
| title | The Teacher’s Perspective on Inclusion in Education: An Analysis of Curriculum Design |
| title_full | The Teacher’s Perspective on Inclusion in Education: An Analysis of Curriculum Design |
| title_fullStr | The Teacher’s Perspective on Inclusion in Education: An Analysis of Curriculum Design |
| title_full_unstemmed | The Teacher’s Perspective on Inclusion in Education: An Analysis of Curriculum Design |
| title_short | The Teacher’s Perspective on Inclusion in Education: An Analysis of Curriculum Design |
| title_sort | teacher’s perspective on inclusion in education: an analysis of curriculum design |
| topic | inclusive education compulsory education curricular design SEN assessment |
| url | http://hdl.handle.net/10835/10616 https://doi.org/10.3390/su13094766 |
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