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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.
Pedro Jurado-De-Los-Santos; María Colmenero-Ruiz; Rosa Valle-Flórez; Macarena Castellary-López; Victoria Figueredo-Canosa. The Teacher’s Perspective on Inclusion in Education: An Analysis of Curriculum Design. Sustainability 2021, 13, 4766 .
AMA StylePedro Jurado-De-Los-Santos, María Colmenero-Ruiz, Rosa Valle-Flórez, Macarena Castellary-López, Victoria Figueredo-Canosa. The Teacher’s Perspective on Inclusion in Education: An Analysis of Curriculum Design. Sustainability. 2021; 13 (9):4766.
Chicago/Turabian StylePedro Jurado-De-Los-Santos; María Colmenero-Ruiz; Rosa Valle-Flórez; Macarena Castellary-López; Victoria Figueredo-Canosa. 2021. "The Teacher’s Perspective on Inclusion in Education: An Analysis of Curriculum Design." Sustainability 13, no. 9: 4766.
Rosa-Eva Valle-Flórez; Roberto Baelo; Esther Lopez Rodriguez. Intercultural Communicative Competence in Adolescents in Multicultural Contexts. The International Journal of Diversity in Education 2014, 13, 1 -11.
AMA StyleRosa-Eva Valle-Flórez, Roberto Baelo, Esther Lopez Rodriguez. Intercultural Communicative Competence in Adolescents in Multicultural Contexts. The International Journal of Diversity in Education. 2014; 13 (3):1-11.
Chicago/Turabian StyleRosa-Eva Valle-Flórez; Roberto Baelo; Esther Lopez Rodriguez. 2014. "Intercultural Communicative Competence in Adolescents in Multicultural Contexts." The International Journal of Diversity in Education 13, no. 3: 1-11.
Rosa-Eva Valle-Flórez; Roberto Baelo Álvarez; Victorino Madrid Rubio; Ruth Cañón Rodríguez; Ana Rosa Arias Gago; Mario Grande De Prado; Jesús María Castañeda Castañeda. MEDIDAS ADOPTADAS EN LA COMUNIDAD DE CASTILLA Y LEÓN PARA RESPONDER A LAS NECESIDADES EDUCATIVAS DEL ALUMNADO INMIGRANTE. 2021, 1 .
AMA StyleRosa-Eva Valle-Flórez, Roberto Baelo Álvarez, Victorino Madrid Rubio, Ruth Cañón Rodríguez, Ana Rosa Arias Gago, Mario Grande De Prado, Jesús María Castañeda Castañeda. MEDIDAS ADOPTADAS EN LA COMUNIDAD DE CASTILLA Y LEÓN PARA RESPONDER A LAS NECESIDADES EDUCATIVAS DEL ALUMNADO INMIGRANTE. . 2021; ():1.
Chicago/Turabian StyleRosa-Eva Valle-Flórez; Roberto Baelo Álvarez; Victorino Madrid Rubio; Ruth Cañón Rodríguez; Ana Rosa Arias Gago; Mario Grande De Prado; Jesús María Castañeda Castañeda. 2021. "MEDIDAS ADOPTADAS EN LA COMUNIDAD DE CASTILLA Y LEÓN PARA RESPONDER A LAS NECESIDADES EDUCATIVAS DEL ALUMNADO INMIGRANTE." , no. : 1.