Ventajas del tratamiento inclusivo de la diversidad: perspectivas de los principales agentes encargados de su desarrollo

Abstract

Recent studies have suggested an initially favorable teacher attitude towards inclusive diversity treatment, with these teachers being the true authors of its development, while at the same time, the numerous advantages of educational inclusion are apparent for both students and the educational system itself. Therefore, using a mixed methodology that combines the search and analysis of quantitative and qualitative data, a study was conducted in order to determine the perception of Early Childhood, Primary and Secondary school teachers regarding the advantages and positive effects of educational inclusion, while at the same time verifying whether or not significant differences exist based on educational stage and years of teaching experience. The data obtained via a questionnaire and interview designed for these purposes reveals that teachers find inclusive diversity treatment to have multiple advantages: for students with special needs, particularly in the area of affective, emotional and social development; for students without special needs, contributing to the development and optimal formation of their ethical and moral values; and, finally, for the functioning of the educational institution itself, mainly in the area of pedagogical renewal and teacher updating. However, significant differences were revealed in this perception based on the educational stage taught by the teachers, and to a lesser degree, based on their years of teaching experience.