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The educational inclusion of students depends on a set of perceptions, beliefs and feelings experienced by teachers, as well as the methodological adaptations they make to address the diversity present in the classroom. Therefore, this study aims to know the attitude of teachers regarding the educational inclusion of students, as well as analyze the strategies used in the classroom to promote said inclusion. The research design developed corresponds to a quantitative, descriptive study. The sample is made up of a total of 60 teachers from different specialties of the Early Childhood and Primary Education stages. The instruments used to develop the study were the Teacher Perceptions Questionnaire on Inclusive Pedagogy and the Teaching Adaptations Scale. The results obtained show that teachers have a good perception of student inclusion and it is evident that they develop appropriate strategies to promote said inclusion in the regular classroom.
Antonio Martínez Sánchez (Fri,) studied this question.