Actitud ante la inclusión de niños y niñas con necesidades educativas especialesconsideraciones de padres, madres y profesionales de la educación

Abstract

In this work we perform an exploration of attitudes of parents and education professionals to the inclusion of pupils with Special Educational Needs (SEN) in classrooms ordinary. The objective is to analyze whether there are differences in their attitudes and if they are influenced by variables such as studies conducted, gender, profession, knowledge of the difficulties, etc. To do this, we have moved several questionnaires about attitudes to a sample of 33 teachers in primary and secondary education, 22 fathers and 26 mothers students. Among the results, we note that there is an attitude generally positive towards the inclusion of this group of students, but it does not work optimally due mainly to the lack of resources and appropriate strategies.