Abstract
This study analyses teachers’ opinions concerning the actions taken by management teams in favor of policies which address inclusion in compulsory education schools in Granada (Spain). This is quantitative research in which the LIE-Q-Teaching Team has been used. Two hundred forty-three teachers participated in this study which involved a descriptive and inferential analysis. Results show that the actions promoting inclusion mainly relate to the management of teaching-learning processes and professional development. Results also reveal that there are significant differences based on the ownership of the school, its educational level and the socio-economic status of the area in which it is located.
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