The Sociology of inclusive education in Spain
teachers’ perceptions, barriers, and support needs
DOI:
https://doi.org/10.47456/simb.v13i2.51226Palavras-chave:
educação inclusiva, deficiência, barreiras atitudinais e estruturais, formação docenteResumo
Drawing on a mixed methods design, this article analyzes how Spanish teachers perceive disability and inclusive education as socio-educational phenomena. Questionnaire data (n = 502) showed generally favorable attitudes towards inclusion, but with clear generational differences: younger teachers reported higher confidence and stronger support for inclusive practices than older colleagues. At the same time, teachers identified persistent structural and attitudinal barriers, including insufficient resources, limited specialized training, and a lack of adapted materials and spaces. Qualitative findings deepened this picture, highlighting demands for more support staff, reduced class sizes, accessible infrastructures, and additional time to plan differentiated pedagogies. Taken together, these results suggest that teachers perceive important differences between the principles of inclusive education promoted in policy frameworks and their implementation in everyday school practices.
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Direitos autorais (c) 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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