913b7c546b66a2d1841ad3d7c49b584f sustainability_a2021m1v13n9p4766.pdf 0c3925ee4a6220a06bfeec224e7163f3c5907f44 sustainability_a2021m1v13n9p4766.pdf fabb222f22fa1a90268f36da41606713f46a1ecc77e179d7b87ec76e087d48fd sustainability_a2021m1v13n9p4766.pdf Title: The Teacher’s Perspective on Inclusion in Education: An Analysis of Curriculum Design Subject: The study we present is based on the responses given to students with specific educational support needs in compulsory education stages. Focused from the perspective of teachers within the framework of educational inclusion. To this end, the role of teachers and their influence on curriculum design, methodology, and assessment is taken into account. A descriptive and inferential methodological approach is used, with a sample of 2457 teachers from the Spanish context, applying an ad-hoc questionnaire. The results indicate the influence of teachers’ socio-demographic variables on the implementation of curriculum design, methodology, and assessment strategies in line with educational inclusion. The conclusions highlight the reactive versus proactive nature of teaching, although the sufficiency of educational practice is considered, characterised by differences according to age, gender, experience, or location of educative centre, among other variables analysed. It is established that improvements can be identified that can be strengthened. Specifically those related to the interests and motivations of students with SEN and their participation in assessment processes. Keywords: inclusive education; compulsory education; curricular design; SEN; assessment Author: Pedro Jurado-de-los-Santos, María Jesús Colmenero-Ruiz, Rosa Eva Valle-Flórez, Macarena Castellary-López and Victoria Figueredo-Canosa Creator: LaTeX with hyperref Producer: pdfTeX-1.40.21 CreationDate: Mon Apr 26 09:59:58 2021 CEST ModDate: Mon Apr 26 11:00:36 2021 CEST Tagged: no UserProperties: no Suspects: no Form: none JavaScript: no Pages: 12 Encrypted: no Page size: 595.276 x 841.89 pts (A4) Page rot: 0 File size: 306553 bytes Optimized: no PDF version: 1.7 name type encoding emb sub uni object ID ------------------------------------ ----------------- ---------------- --- --- --- --------- AZBFJT+VnURWPalladioL Type 1 Custom yes yes no 10 0 XSLPVU+URWPalladioL-Ital Type 1 Custom yes yes no 15 0 RRKLIP+URWPalladioL-Bold Type 1 Custom yes yes no 20 0 EAAUKS+URWPalladioL-Roma Type 1 Custom yes yes no 24 0 FXKWJE+VnURWPalladioL-Bold Type 1 Custom yes yes no 28 0 IZBVAO+TimesNewRomanPS-BoldItalicMT Type 1C WinAnsi yes yes no 36 0 MCBCCI+SourceSansRoman-Regular Type 1C Custom yes yes no 58 0 MCBCCM+SourceSansRoman.613wght Type 1C Custom yes yes no 62 0 MCBCCO+SourceSansRoman-Bold Type 1C Custom yes yes no 66 0 SSJNOW+PazoMath-Italic Type 1 Builtin yes yes no 81 0 CKBPVA+EURM10 Type 1 Builtin yes yes no 85 0 WOWCNF+CMSY10 Type 1 Builtin yes yes no 98 0 HQEJCW+VnURWPalladioL-Italic Type 1 Custom yes yes no 114 0 BOLMEN+SFRM0900 Type 1 Custom yes yes no 125 0 Jhove (Rel. 1.22.1, 2019-04-17) Date: 2022-01-11 02:32:48 CET RepresentationInformation: sustainability_a2021m1v13n9p4766.pdf ReportingModule: PDF-hul, Rel. 1.12.1 (2019-04-17) LastModified: 2022-01-10 20:54:12 CET Size: 306553 Format: PDF Version: 1.7 Status: Well-Formed and valid SignatureMatches: PDF-hul MIMEtype: application/pdf PDFMetadata: Objects: 286 FreeObjects: 1 IncrementalUpdates: 0 DocumentCatalog: PageLayout: SinglePage PageMode: UseNone Outlines: Item: Title: Introduction Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@7b69c6ba Item: Title: Materials and Methods Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@46daef40 Children: Item: Title: Research Design Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@12f41634 Item: Title: Sample Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@13c27452 Item: Title: Instruments and Procedure Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@262b2c86 Item: Title: Data Analysis Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@371a67ec Item: Title: Results Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@5ed828d Item: Title: Discussion and Conclusions Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@50d0686 Item: Title: References Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@7a3d45bd Info: Title: The Teacher’s Perspective on Inclusion in Education: An Analysis of Curriculum Design Author: Pedro Jurado-de-los-Santos, María Jesús Colmenero-Ruiz, Rosa Eva Valle-Flórez, Macarena Castellary-López and Victoria Figueredo-Canosa Subject: The study we present is based on the responses given to students with specific educational support needs in compulsory education stages. Focused from the perspective of teachers within the framework of educational inclusion. To this end, the role of teachers and their influence on curriculum design, methodology, and assessment is taken into account. A descriptive and inferential methodological approach is used, with a sample of 2457 teachers from the Spanish context, applying an ad-hoc questionnaire. The results indicate the influence of teachers’ socio-demographic variables on the implementation of curriculum design, methodology, and assessment strategies in line with educational inclusion. The conclusions highlight the reactive versus proactive nature of teaching, although the sufficiency of educational practice is considered, characterised by differences according to age, gender, experience, or location of educative centre, among other variables analysed. It is established that improvements can be identified that can be strengthened. Specifically those related to the interests and motivations of students with SEN and their participation in assessment processes. 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