A brief report of teachers’ attitudes toward inclusion in Castilla-La Mancha, Spain

Jorge Abellán; Juan Gregorio Fernández-Bustos

doi:10.21814/rpe.30826

Autores

Jorge Abellán Universidad de Castilla-La Mancha https://orcid.org/0000-0003-4283-9392
Juan Gregorio Fernández-Bustos University of Castilla–La Mancha, Spain https://orcid.org/0000-0001-5429-9077

DOI:

https://doi.org/10.21814/rpe.30826

Palavras-chave:

Educação especial, Formação inicial de professores, Diversidade

Resumo

Os professores são agentes essenciais para concretizar a inclusão educativa dos alunos com deficiência. O conceito atual de educação inclusiva traz à tona a necessidade de avaliação das atitudes dos professores em relação à inclusão, de modo que o objetivo do presente artigo foi analisar essas atitudes em professores em formação e em exercício. A versão espanhola da escala Teachers’ Attitudes towards Inclusive Education foi aplicada a um total de 320 alunos da Licenciatura em Formação de Professores e 89 professores em serviço. Os resultados não revelaram diferenças entre professores e alunos. No entanto, a formação específica e as experiências de contacto prévio com pessoas com deficiência mostraram um efeito positivo nas atitudes em relação à inclusão. Além disso, as mulheres apresentaram atitudes mais positivas. Para concluir, os resultados revelaram que é necessário incluir atividades para entrar em contacto com pessoas com deficiência e uma formação específica mais ampla sobre o tema para promover atitudes positivas em relação à inclusão nos professores.

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