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dc.contributor.authorLeiva Olivencia, Juan José 
dc.contributor.authorLópez Berlanga, María Carmen
dc.contributor.authorMiñán Espigares, Antonio 
dc.contributor.authorVillegas Lirola, Francisco 
dc.date.accessioned2021-07-21T11:02:36Z
dc.date.available2021-07-21T11:02:36Z
dc.date.issued2021-05-06
dc.identifier.issn2071-1050
dc.identifier.urihttp://hdl.handle.net/10835/12013
dc.description.abstractInclusive education is an issue of great interest and social and pedagogical significance in the quality of the education system. Its impact on the context, reality and training of teachers is a decisive impulse to build an open mind in relation to diversity as a characteristic element of education and today’s society. The objective of this study was to explore the perceptions of compulsory education teachers (primary and secondary) about teacher training, resources, and after-school activities in the care of students with specific educational support needs associated with disability in 12 Autonomous Communities of Spain. A survey has been carried out, for which an ad hoc questionnaire was built, involving 2457 docents. A descriptive and inferential analysis has been carried out by means of an average comparison between each issue and the different intrapersonal factors. Specifically, two types of tests have been used, using the SPSS version 25 program for analysis: testing independent samples (Levene test and t-test for equal means) and one-way ANOVA according to the type of independent variable considered. Among the results is the need to increase teacher training in inclusive education, the existence of divergences on the material, and spatial resources available for diversity care. Similarly, the relevance of after-school activities was identified as initiatives and spaces for the visibility of diversity and culture of inclusion in schoolses_ES
dc.language.isoenes_ES
dc.publisherMDPIes_ES
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectinclusive educationes_ES
dc.subjectteacher traininges_ES
dc.subjectresources and materialses_ES
dc.subjectextracurricular activitieses_ES
dc.titleCompulsory Education Teachers’ Perceptions of Resources, Extracurricular Activities and Inclusive Pedagogical Training in Spaines_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.relation.publisherversionhttps://www.mdpi.com/2071-1050/13/9/5171es_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.identifier.doihttps://doi.org/10.3390/su13095171


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Attribution-NonCommercial-NoDerivatives 4.0 Internacional
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