USO Y EFECTIVIDAD DE LAS ADAPTACIONES INSTRUCTIVAS EN AULAS INCLUSIVAS: UN ESTUDIO DE LAS PERCEPCIONES Y NECESIDADES FORMATIVAS DEL PROFESORADO

Abstract

The practice of inclusion has contributed to increase the need to differentiate instruction in order to attend satisfactorily the diverse needs of all students. By using of a survey, this study analyzed teachers’ use of 28 instructional adaptations in terms of frequency, effectiveness, and needs of training. Participants in the study were 468 regular education teachers from 78 public schools selected by stratified random sampling procedures. Of the 468 questionnaires distributed, 390 (84%) were filled in received and coded. Results show (1) that teachers make a limited use of adaptations; (2) that their use differ significantly differs among kindergarten, elementary, and secondary school teachers; and (3) that teachers’ need of training is low. Implications of findings are analyzed in light of therir repercussions for the development of more inclusive programmes.