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Perceptions of inclusive education in schools delivering teaching through learning communities and service-learning

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dc.contributor.authorLópez Azuaga, Rafael
dc.contributor.authorSuárez Riveiro, José Manuel
dc.contributor.orcidhttps://orcid.org/0000-0003-3577-7111
dc.date.accessioned2024-10-15T11:00:53Z
dc.date.available2024-10-15T11:00:53Z
dc.date.issued2018
dc.descriptionThe registered version of this article, first published in “International Journal of Inclusive Education, 24(9), 1019–1033", is available online at the publisher's website: Taylor & Francis, https://doi.org/10.1080/13603116.2018.1507049 La versión registrada de este artículo, publicado por primera vez en “International Journal of Inclusive Education, 24(9), 1019–1033", está disponible en línea en el sitio web del editor: Taylor & Francis, https://doi.org/10.1080/13603116.2018.1507049
dc.description.abstractSchools need to rethink their educational approach in order to cater for increasing student diversity in the classroom. The inclusive education model has emerged in response to this need, which encompasses practices such as learning communities and service-learning projects. In this study, we examined the perceptions of different education stakeholders regarding inclusive education in schools that have adopted these practices, with a view to identifying areas for improvement. We administered seven adapted questionnaires to the four main education stakeholders. The sample consisted of 757 participants (215 families, 446 students, 81 teachers and 15 management team members), and we performed descriptive and inferential analyses of the data they provided. The areas for improvement perceived by them concerned overcoming architectural barriers, promoting student participation in the organisation and planning of school activities and training for the educational community in specific educational measures targeting particular groups, such as immigrant students and students with motor and sensory disabilities. However, stakeholders appreciated positively some aspects like the new ways of collaborative working and the increase of family participation. Our results also indicated that teaching staff’s perceptions were more critical for all the variables except relations between students, where families were the most critical.en
dc.description.versionversión publicada
dc.identifier.citationLópez-Azuaga, R., & Suárez Riveiro, J. M. (2018). Perceptions of inclusive education in schools delivering teaching through learning communities and service-learning. International Journal of Inclusive Education, 24(9), 1019–1033. https://doi.org/10.1080/13603116.2018.1507049
dc.identifier.doihttps://doi.org/10.1080/13603116.2018.1507049
dc.identifier.issn1360-3116 | eISSN 1464-5173
dc.identifier.urihttps://hdl.handle.net/20.500.14468/24055
dc.journal.issue9
dc.journal.titleInternational Journal of Inclusive Education
dc.journal.volume24
dc.language.isoen
dc.page.final1033
dc.page.initial1019
dc.publisherTaylor & Francis
dc.relation.centerFacultades y escuelas
dc.relation.departmentMétodos de Investigación y Diagnóstico en Educación II (Orientación Educativa, Diagnóstico e Intervención Psicopedagógica)
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject58 Pedagogía
dc.subject.keywordsinclusive educationen
dc.subject.keywordslearning communitiesen
dc.subject.keywordsservicelearningen
dc.subject.keywordsattention to diversityen
dc.subject.keywordsintercultural educationen
dc.subject.keywordsparticipationen
dc.titlePerceptions of inclusive education in schools delivering teaching through learning communities and service-learningen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublicatione52ac08b-fc95-40bc-bf24-e0b21c778811
relation.isAuthorOfPublication.latestForDiscoverye52ac08b-fc95-40bc-bf24-e0b21c778811
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