Triviño-Amigo Natalia, Barrios-Fernandez Sabina, Mañanas-Iglesias Carlos, Carlos-Vivas Jorge, Mendoza-Muñoz María, Adsuar José Carmelo, Acevedo-Duque Ángel, Rojo-Ramos Jorge
Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain.
Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain.
Int J Environ Res Public Health. 2022 May 9;19(9):5750. doi: 10.3390/ijerph19095750.
Inclusive education (IE) refers to the education of all learners, with or without disabilities, irrespective of their status or origin, who share the same learning spaces. IE is a multidimensional approach based on rights and quality of life paradigms. As teachers are agents of change, they must have the knowledge and competencies to meet this challenge. This study aimed to find potential associations between teachers' preparation and their age and years of teaching experience. A cross-sectional study with a sample of 1275 teachers working in early childhood, primary and secondary education was performed. They answered three dichotomic questions about their initial and ongoing preparation and The Evaluation of Teacher Preparation for Inclusion (CEFI-R) Questionnaire. The dichotomic questions showed that 26.4% of respondents felt qualified to face the challenges of their students' diversity. There were significant inverse associations between the CEFI-R Dimension 1 (diversity conception), Dimension 3 (supports), and Dimension 4 (community participation) and the teachers' age and years of teaching experience. This means that the higher the age or the years of experience, the teachers' perceived preparation for inclusion is worse, which should encourage us to take measures to improve teachers' competencies and preparedness.
全纳教育（IE）是指对所有学习者的教育，无论其是否残疾，无论其身份或出身如何，都在相同的学习空间中学习。全纳教育是一种基于权利和生活质量范式的多维度方法。由于教师是变革的推动者，他们必须具备应对这一挑战的知识和能力。本研究旨在寻找教师培训与其年龄和教学经验年限之间的潜在关联。我们进行了一项横断面研究，样本为1275名从事幼儿、小学和中学教育的教师。他们回答了三个关于其初始和持续培训的二分问题以及《全纳教师培训评估》（CEFI-R）问卷。二分问题显示，26.4%的受访者认为自己有能力应对学生多样性带来的挑战。CEFI-R的维度1（多样性观念）、维度3（支持）和维度4（社区参与）与教师的年龄和教学经验年限之间存在显著的负相关。这意味着年龄或教龄越高，教师对全纳教育的认知准备越差，这应促使我们采取措施提高教师的能力和准备水平。
