Promoting inclusive schools: analysis of perceptions and needs of teachers from an organizational, curricular and professional development perspective

Abstract

In this paper we analyze the perception from an organizational and curricular perspective has the faculty of primary education in the province of Jaén, regarding the inclusion. To give an answer the objective proposed we assume a descriptive research design, where the collection approach and analysis of data have been defined as mixed, which are integrated qualitative (interviews) and quantitative (questionnaire). For questionnaire validation the expert judgment technique was used, as they were selected by the «expert competence coefficient» or «K coefficient» procedure. The reliability analysis of the questionnaire of Cronbach test was 0.853. The questionnaire was answered by 436 teachers from primary schools and there have been 1 forum attended by nine key informants. Among the findings highlighted that the most important organizational changes have occurred at the level of grouping students, and curriculum level, these are produced against objectives.