2024-03-28T18:34:50Zhttp://buleria.unileon.es/oai/requestoai:buleria.unileon.es:10612/149722024-03-04T12:36:34Zcom_10612_17col_10612_18
00925njm 22002777a 4500
dc
Valle Flórez, Rosa Eva
author
Jurado de los Santos, Pedro
author
Colmenero Ruiz, María Jesús
author
Castellary López, Macarena
author
Figueredo Canosa, Victoria
author
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
http://hdl.handle.net/10612/14972
10.3390/su13094766
2071-1050
Educación
The teacher’s perspective on Inclusion in education: an analysis of curriculum design