Perceived barriers and needs of teachers in inclusive schools and their relationship with transformation processes

Abstract

ABSTRACT In the transformation towards inclusive education, teachers are professionals who research, reflect on, and identify the conditions that hinder their development and that of their students. This study focused on a population of pupils with autism spectrum disorder (ASD). It aimed to apply a quantitative methodology to analyze the relationships existing among the barriers perceived in the teaching-learning process, teacher needs, and transformative attitudes toward the process of inclusion of these children. A total of 454 teachers from mainstream schools participated in this study. A Structural Equation Model was carried out to test the proposed relationships. The results showed that a greater perception of the barriers faced by these students meant that the needs perceived by teachers were also more pronounced. These needs are related to training and experience regarding the inclusion of pupils with ASD, as well as the resources and support teachers available to them. Perceived needs have significant positive effects on teachers’ attitudes in favour of transforming the process of inclusion of pupils with ASD. The importance of introducing changes in inclusive education for the most vulnerable students was highlighted.