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European Journal of Investigation in Health, Psychology and Education is published by MDPI from Volume 10 Issue 1 (2020). Previous articles were published by another publisher in Open Access under a CC-BY (or CC-BY-NC-ND) licence, and they are hosted by MDPI on mdpi.com as a courtesy and upon agreement with University Association of Education and Psychology.
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Article

Inclusion and School Coexistence: Analysis of Teachers Training

by
Francisca González-Gil
1,*,
Elena Martín-Pastor
1,
Noelia Flores Robaina
1,
Cristina Jenaro Río
1,
Raquel Poy Castro
2 and
María Gómez-Vela
1
1
Facultad de Educación. Universidad de Salamanca. Paseo de Canalejas, 169. C.P. 37008. Salamanca (España)
2
Universidad de León (España)
*
Author to whom correspondence should be addressed.
Eur. J. Investig. Health Psychol. Educ. 2013, 3(2), 125-135; https://doi.org/10.3390/ejihpe3020011
Submission received: 24 February 2013 / Revised: 8 March 2013 / Accepted: 7 May 2013 / Published: 7 May 2013
Versions Notes

Abstract

In our schools, diversity is reflected in different learning rates, abilities, interests, motivations, expectations, needs, and so on. This situation affects coexistence and demands appropriate educative attention. Inclusive education is the best way to achieve this in that involvement and participation of all people in transforming schools is the only way to achieve and fine-tune coexistence in each educational centre. However, this reality justifies the need for teachers training to meet the challenges of achieving success for all the students. For the current study, an ad hoc survey was developed to assess the perceived training needs of teachers for promoting inclusion. A sample of 400 teachers working in Castilla y León schools was utilized. The results showed several perceived training needs for teachers. These needs related to issues for participating in the processes of transforming schools into inclusive settings. Additional perceived needs related to inclusive methodologies to be implemented in the schools and strategies to improve their coexistence.
Keywords: inclusive education; training of teachers; assessment; research inclusive education; training of teachers; assessment; research

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MDPI and ACS Style

González-Gil, F.; Martín-Pastor, E.; Flores Robaina, N.; Jenaro Río, C.; Poy Castro, R.; Gómez-Vela, M. Inclusion and School Coexistence: Analysis of Teachers Training. Eur. J. Investig. Health Psychol. Educ. 2013, 3, 125-135. https://doi.org/10.3390/ejihpe3020011

AMA Style

González-Gil F, Martín-Pastor E, Flores Robaina N, Jenaro Río C, Poy Castro R, Gómez-Vela M. Inclusion and School Coexistence: Analysis of Teachers Training. European Journal of Investigation in Health, Psychology and Education. 2013; 3(2):125-135. https://doi.org/10.3390/ejihpe3020011

Chicago/Turabian Style

González-Gil, Francisca, Elena Martín-Pastor, Noelia Flores Robaina, Cristina Jenaro Río, Raquel Poy Castro, and María Gómez-Vela. 2013. "Inclusion and School Coexistence: Analysis of Teachers Training" European Journal of Investigation in Health, Psychology and Education 3, no. 2: 125-135. https://doi.org/10.3390/ejihpe3020011

APA Style

González-Gil, F., Martín-Pastor, E., Flores Robaina, N., Jenaro Río, C., Poy Castro, R., & Gómez-Vela, M. (2013). Inclusion and School Coexistence: Analysis of Teachers Training. European Journal of Investigation in Health, Psychology and Education, 3(2), 125-135. https://doi.org/10.3390/ejihpe3020011

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