Descriptive analysis of School Inclusion through Index for Inclusion
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2019-03Abstract
Aligning the paradigm of inclusive education, the main objective that promoted this
study presented below was to evaluate the approach and inclusive measures implemented to 430
education professionals from different centres educational primary school in Spain. The questionnaire
assesses the three dimensions that Booth & Ainscow define inclusive education (Cultures, Policies and
Practices). In this study, it is performed a descriptive analysis of the questionnaire to analyse the
barriers and facilitators to the implementation of inclusive educational approaches. The type of school
(public, rural or private), schools are learning communities, number of teachers, results that analyse the
content of the items of the instrument and turn relate the degree of inclusion as contributing variables
support, number of pupils with special educational needs, type of school grouping, family involvement,
coexistence and expectations.
Palabra/s clave
Inclusive Education