From Preschool to High School: Overview of Inclusive Education

Abstract

Inclusive education is a central issue in Spain, present in current educational legislation such as the LOMLOE. This study comparatively analyses teachers' experiences in addressing diversity across early childhood, primary, and secondary education stages, with a sample of 2665 education professionals. A structured questionnaire was used, which included demographic data, knowledge of inclusive education concepts, context analysis, and received teacher training. The findings indicate a significant gap between the perceived importance of inclusive education and its actual implementation. Although 74.1% of respondents reported having received training in inclusive education, 66.2% and 39.9% did not correctly identify inclusive measures in specific scenarios. Regarding educational stages, early childhood education specialists had a greater recognition of inclusive concepts compared to primary and secondary school teachers. In terms of the perception of the environment, early childhood educators and those not yet working in educational centres considered the development of inclusive education more necessary compared to primary and secondary school teachers. Finally, in terms of training, primary school teachers perceive themselves as more trained than those in early childhood and secondary education, although all groups expressed a high need for continuous training to improve their inclusive practices. These results highlight the need for constant teacher training and the adaptation of resources and methodologies in classrooms to ensure the accessibility of all students.

Keywords: Educational inclusion; Teacher training; Inclusive practices; Diversity in education; School environment