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dc.contributor.authorSánchez, Sergio
dc.contributor.authorRodríguez, Henar
dc.contributor.authorSandoval, Marta
dc.date.accessioned2019-08-29T10:55:47Z
dc.date.available2019-08-29T10:55:47Z
dc.date.issued2019-03
dc.identifier.issn1989-709X
dc.identifier.urihttp://hdl.handle.net/10835/6937
dc.description.abstractAligning 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.es_ES
dc.language.isoenes_ES
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectInclusive Educationes_ES
dc.titleDescriptive analysis of School Inclusion through Index for Inclusiones_ES
dc.typeArticlees_ES
dc.identifier.doi10.25115/psye.v10i1.653


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Attribution-NonCommercial-NoDerivatives 4.0 Internacional
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internacional