Sociología de la educación inclusiva en España
percepciones docentes, barreras y apoyos
DOI:
https://doi.org/10.47456/simb.v13i2.51226Palabras clave:
educación inclusiva, discapacidad, barreras actitudinales y estructurales, formación del profesoradoResumen
A partir de un diseño de métodos mixtos, este artículo analiza cómo el profesorado comprende la discapacidad y la educación inclusiva como fenómenos socioeducativos. Los datos de un cuestionario (n = 502) mostraron actitudes generalmente favorables hacia la inclusión, aunque con claras diferencias generacionales: el profesorado más joven declaró mayor confianza y apoyo a las prácticas inclusivas que sus colegas de mayor edad. Al mismo tiempo, el profesorado identificó barreras estructurales y actitudinales persistentes, como la insuficiencia de recursos, la escasa formación especializada y la falta de materiales y espacios adaptados. Los resultados cualitativos profundizaron este panorama, destacando demandas por más profesionales de apoyo, reducción de ratios de alumnos por clase, infraestructuras accesibles y tiempo para planificar pedagogías diferenciadas. En conjunto, los resultados sugieren que el profesorado percibe diferencias importantes entre los principios de la educación inclusiva promovidos en los marcos normativos y su implementación en las prácticas escolares cotidianas.
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Derechos de autor 2026 Anabel Paramá-Díaz, Enrique Fernández-Vilas, Olga Jedrysiak Gutowska, Blanca García-Gómez, Susana Gómez-Redondo, Marcos Iglesias Carrera, Juan R. Coca
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