Training for inclusive education in preservice programs for Primary Education teachers in Spanish universities

Abstract

The recent approval of the new education law in Spain – LOMLOE – represents a firm commitment to inclusion as the guiding principle of the educational system, enhancing compliance with the agreements signed by Spain after the ratification of the Convention on the Rights of Persons with Disabilities and with the 4^th objective of the 2030 Agenda, to ensure the right to inclusive education. Moving towards an inclusive school is a complex process, with implications for educational policies, school cultures and the role of teachers and consequently, their initial training is a key issue. Recent studies reveal that primary education teachers do not feel prepared to provide adequate educational attention to diverse students, stating not having received appropriate initial training on this subject. Therefore, it is relevant to consider what kind of inclusive education training is being taught at universities to future teachers. In the present study, the curricula of the current and active teaching degree for Primary Education of the 39 Spanish public universities have been reviewed, to identify the specific subjects on inclusive education and attention to diversity. Also, the syllabuses for these subjects have been analyzed to specify the underlying training approach, based on a predefined frame of reference. The results show variability among universities both in the number of compulsory subjects, which varies in a range from zero to three, and in the training focus, finding an unbalanced presence of different approaches. The implications of the unequal attention paid to inclusion in the different universities are discussed and recommendations are made to guarantee the adequate handling of this subject in the academic programs, which may be useful for the forthcoming reform of the teaching profession, foreseen in the LOMLOE.