Exploring inclusion: Beliefs and conceptions of the educational community
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Abstract
Educational inclusion, understood as the right of all pupils to participate fully in education, involves recognising and valuing diversity, as well as promoting changes within education systems. The aim of this study was to examine the beliefs and conceptions regarding inclusion held by different members of the educational community. A cross-sectional qualitative approach was adopted, with a sample of 89 participants from the autonomous communities of Madrid and Castilla-La Mancha (Spain), including practising teachers, trainee teachers, educational counsellors and members of school management teams. Data collection was carried out through semi-structured interviews and focus groups, and the analysis revealed a notable diversity in the conceptualisation of inclusion. The results highlighted two main perspectives: a broad view, centred on the valuing of diversity and the participation of all pupils, and a narrow view, focused on pupils with specific educational support needs. It was also observed that, although inclusion is recognised as a fundamental and ethical principle, its practical implementation is limited by structural factors, and it is perceived more as an ideal than as an established reality. These findings emphasise the importance of understanding the beliefs and perceptions of the educational community to promote more effective inclusive practices.
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