Differences in the Perception Regarding Inclusion Preparation among Teachers at Different Educational Stages

Area of Science:

• Educational Psychology
• Inclusion Studies

Background:

• Inclusive education is essential for all students.
• Teachers are crucial for successful inclusive practices.
• Teacher preparation for inclusion varies across educational stages.

Purpose of the Study:

• To analyze Spanish teachers' perceptions of their readiness for inclusive education.
• To assess differences in inclusion readiness based on educational stage (early childhood, primary, secondary).

Main Methods:

• Survey of 1098 Spanish teachers using the CEFI-R questionnaire.
• Statistical analysis including chi-square, Kruskal-Wallis, and Spearman rho tests.
• Assessment of four dimensions: diversity conception, methodology, support, and community participation.

Main Results:

• Significant differences found in diversity conception, methodology, and support between secondary and early childhood/primary teachers.
• Preschool teachers showed significant differences in community participation compared to primary and secondary teachers.

Conclusions:

• Teachers' perceptions of inclusion readiness differ significantly by educational stage.
• Targeted professional development is needed to enhance teacher preparedness for inclusive education across all levels.