Teacher perceptions about inclusive education in the school environment
DOI:
https://doi.org/10.31637/epsir-2026-2059Keywords:
Inclusion, Diversity, Equity, Teachers, Educational Practices, School Policies, Accessibility, Teacher TrainingAbstract
Introduction: This study analyzes teachers' perceptions of inclusive education in schools, identifying strengths, weaknesses, and opportunities for improvement.. Methodology: A descriptive quantitative approach is used using a Likert-type questionnaire based on the Booth and Ainscow Inclusion Index (2000), with 70 items distributed in three dimensions: inclusive cultures, policies, and practices. The sample includes 102 teachers from different regions of the country. The data are processed with SPSS 23.0 using descriptive statistics. Results: Teachers have a positive perception of inclusion, highlighting school hospitality, institutional commitment, and student participation. However, challenges persist, such as low receptivity toward gender diversity, physical accessibility issues, and poor integration of linguistic and community resources. Discussions: Although there has been progress, structural and cultural barriers limit full inclusion. Teacher training, institutional awareness, and infrastructure improvements are essential. Conclusions: Teacher training must be strengthened, awareness-raising strategies implemented, and the physical conditions of schools improved to ensure inclusive, equitable, and diversity-friendly environments.
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Copyright (c) 2025 Sara Charry López, Lina Marcela Rivero Amorocho, Jayson Andrey Bernate
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