Attitudes to inclusion of students with disability: variables related of teachers and organization in the primary school

The lack of collaboration between education professionals influences the development of negative attitudes, which become the barriers that mostly condition the educational inclusion process. The objectives of this article are to analyse the relationship between inclusive attitudes to students with disability and some variables related to organization and teachers (N=102 M=43.49; SD=10.6) of twelve primary education centers, both public and private. An adaptation of the "Opinions Relative to Integration of Students with Disabilities" scale (Antonak and Larrive, 1995) was used, based on some Spanish translations (Garcia and Alonso, 1985; Mula et al., 2002; Sales, Moliner, and Sanchiz, 2001; Tarraga, Grau, and Peirat, 2013). The results highlight negative attitudes in teachers when there is a lack of resources, specifically when the responsibility for the development, implementation and monitoring of curricular adaptations is not shared between different professionals. It is suggested the importance of taking care of, in an administrative level, the active training of educational professionals, regardless of their specialties, in order to work in a collaboratively way providing appropriate educational measures for all students.