Inclusive education. Attitudes and strategies of teachers

Inclusive education serves the entire population of students at schools independent of their diverse characteristics and needs. This situation has required methodological, curricular and attitudinal changes among teachers. The objectives of this study are to evaluate teachers' attitudes towards inclusion and the strategies used in the classroom. Furthermore this study pretends to evaluate the influence of sociodemographic variables and variables related to professional practice on these attitudes and strategies. A quantitative methodology, which included the application of the questionnaire Attitudes and practices of teachers related to inclusion, was used. The sample is formed by 82 teachers. The results indicate the presence of positive attitudes towards inclusion and a frequent use of inclusive strategies. There is a correlation between the attitudes and the use of inclusive strategies: the more positive the attitudes the more use of inclusive strategies. Professional variables have a greater impact on the attitudes and the strategies than sociodemographic variables.