Medir actitudes profesorales españolas hacia la educación inclusiva para lograr una escuela para todos

Abstract

The investigation is centered in proposing a valid instrument to analyze the attitudes, concerns and feelings towards inclusive education of students and professional magisters, in the Spanish concept. We made use of the instrument “Scale for Measuring Pre-Service Teachers’ Perceptions about Inclusion the Sentiments, Attitudes and Concerns about Inclusive Education Revised” (SACIE-R)” by Forlin, Earle, Loreman and Sharma (2011). It was submitted to a validation process with two pilot groups: one composed by future teachers (695 students of Granada’s University (Spain), of the four public and private centers that make future professors: Science Faculty of Granada’s Education; Teaching Center “La Inmaculada” of Granada, Education Faculty and Humanities of Melilla; and Education, Economy and Technology Faculty of Ceuta): and the other one conformed by exercising Spanish professors (122 from different educational levels, ages, years of service, initial form and specialties). The diversity of ones and other guarantees the representation of the sample. After the validation we get as a result that the professors in formation and exercise replied partially to the value of the instrument in similar forms to the other validations made before in other countries; leaving configurated the final version adapted to the Spanish context in a scale of 12 items. To the factor I “attitudes” the values are higher than the original instrument submitted to the study, the factor II “feelings” achieves acceptable values, meanwhile the factor III “concerns¨ doesn’t achieves the necessary reliability with the students but with the professors.