Research on quality indicators to guide teacher training to promote an inclusive educational model

Los artículos de la Revista Electrónica Educare del Centro de Investigación y Docencia en Educación de la Universidad Nacional, Costa Rica, se comparten bajo términos de la Licencia Creative Commons: Reconocimiento, No Comercial, Sin Obra Derivada 3.0 Costa Rica. Las autorizaciones adicionales a las aquí delimitadas se pueden obtener en el correo: [email protected] http://doi.org/10.15359/ree.25-1.10 http://www.una.ac.cr/educare [email protected] María José Navarro-Montaño, Antonia López-Martínez y Margarita Rodríguez-Gallego 1 Revista Electrónica Educare (Educare Electronic Journal) EISSN: 1409-4258 Vol. 25(1) ENERO-ABRIL, 2021: 1-18 [Cierre de edición el 01 de Enero del 2021] Research on Quality Indicators to Guide Teacher Training to Promote an Inclusive Educational Model Estudio sobre una propuesta de indicadores de calidad desde la perspectiva del profesorado en ejercicio para orientar la formación en clave de inclusión educativa Estudo sobre uma proposta de indicadores de qualidade partindo da perspectiva do professorado ativo, para orientar a formação na perspectiva da inclusão educativa María José Navarro-Montaño Universidad de Sevilla Sevilla, España [email protected] https://orcid.org/0000-0003-2462-8348 Antonia López-Martínez Universidad de Sevilla Sevilla, España [email protected] https://orcid.org/0000-0003-3460-9546 Margarita Rodríguez-Gallego Universidad de Sevilla Sevilla, España [email protected] https://orcid.org/0000-0001-6959-4829 Recibido • Received • Recebido: 13 / 03 / 2019 Corregido • Revised • Revisado: 25 / 09 / 2020 Aceptado • Accepted • Aprovado: 10 / 11 / 2020 Abstract: The work we present is an ongoing research project on school inclusion, its implications for education, and an analysis of quality indicators. The research’s main objective is to analyze the beliefs and training needs that teachers have on inclusive education to consider some quality indicators for their training. The research was conducted at all levels of the Spain’s education system, except for higher education, i.e., namely early childhood education, primary education, secondary education, baccalaureate, and training modules. The study uses a qualitative research approach. Interviews were conducted with an open-ended questionnaire, one per interviewee, except for the principal and head teacher, who were interviewed as members of the board. Based on the analysis of data, results, and conclusions, we propose quality indicators to guide teachers’ training. The most relevant indicators are linked to the need to promote an inclusive educational model in which schools develop inclusive institutional projects, and teacher training is aligned with educational inclusion. This model is based on learning programs aligned with inclusive educational practices and needs and focuses on comprehension, democracy, and participation principles. Keywords: Teacher training; educational indicators; educational inclusion; pedagogical research. 2 María José Navarro-Montaño, Antonia López-Martínez y Margarita Rodríguez-Gallego http://doi.org/10.15359/ree.25-1.10 http://www.una.ac.cr/educare [email protected] Los artículos de la Revista Electrónica Educare del Centro de Investigación y Docencia en Educación de la Universidad Nacional, Costa Rica, se comparten bajo términos de la Licencia Creative Commons: Reconocimiento, No Comercial, Sin Obra Derivada 3.0 Costa Rica. Las autorizaciones adicionales a las aquí delimitadas se pueden obtener en el correo: [email protected] Revista Electrónica Educare (Educare Electronic Journal) EISSN: 1409-4258 Vol. 25(1) ENERO-ABRIL, 2021: 1-18 Resumen: El trabajo que presentamos se deriva de una investigación sobre inclusión escolar, sus implicaciones para la educación, indicadores de calidad y la necesidad de orientar la formación del profesorado hacia la educación inclusiva. El objetivo de la investigación es analizar las creencias y necesidades formativas que tiene el personal docente sobre la educación inclusiva, y así considerar algunos indicadores de calidad para su formación. La investigación se realiza en todos los niveles del sistema educativo español exceptuando el nivel universitario, concretamente en educación infantil, primaria, secundaria, bachillerato y módulos formativos. La metodología se apoya en el uso de un cuestionario de pregunta abierta que ha sido utilizado mediante la técnica de la entrevista, se realizaron 16 entrevistas, una por participante, exceptuando al director y jefe de estudios que realizaron una como miembros de equipo directivo. El estudio se inscribe en un enfoque cualitativo de investigación. El análisis de datos, la discusión de resultados y las conclusiones obtenidas nos permiten realizar una propuesta de indicadores de calidad para orientar la formación del profesorado. Los indicadores más relevantes están vinculados a la necesidad de promover un modelo educativo inclusivo, en el que los centros educativos desarrollen proyectos institucionales inclusivos y la formación del profesorado esté orientada a la inclusión educativa, a través de programas formativos basados en prácticas educativas comprometidas con la inclusión, que recojan el estudio de necesidades educativas y estén centrados en los principios de comprensión, democracia y participación. Palabras claves: Formación de docentes; indicadores educativos; inclusión educativa; investigación pedagógica. Resumo: O trabalho que apresentamos é derivado de uma investigação sobre a inclusão escolar, indicadores de qualidade e as suas implicações para a educação, indicadores de qualidade e a necessidade de orientar a formação de professores para a educação inclusiva. O objetivo principal é analisar as crenças e necessidade de formação por parte do grupo docente, sobre a educação inclusiva e suas necessidades de formação, paracom isso, determinar alguns indicadores de qualidade que orientam sua formação. A pesquisa é realizada em todos os níveis do sistema educacional espanhol, exceto para o nível universitário, especificamente na pré-escola, ensino fundamental, ensino médio, bacharelato e módulos de formação. A metodologia baseia-se na utilização de um questionário aberto que foi utilizado através da técnica de entrevista. Realizaram-se 16 entrevistas, uma por participante, com a exceção do diretor e o chefe de estudos que a fizeram como parte da equipa diretiva. O estudo está registrado sob uma abordagem de pesquisa qualitativa. A análise dos dados, a discussão dos resultados e as conclusões obtidas nos permitem fazer uma proposta de indicadores de qualidade para orientar a formação de professores. Os indicadores mais relevantes estão ligados à necessidade de promover um modelo educacional inclusivo, no qual os centros educacionais desenvolvam projetos institucionais inclusivos e a formação de professores seja voltada para a inclusão educacional, através de programas formativos baseados em práticas educativas comprometidas com a inclusão, que recolhem o estudo de necessidades educativas e que estão centrados nos princípios da compreensão, democracia e participação. Palavras-chave: Formação de professores; indicadores educacionais; inclusão educacional; pesquisa pedagógica. Los artículos de la Revista Electrónica Educare del Centro de Investigación y Docencia en Educación de la Universidad Nacional, Costa Rica, se comparten bajo términos de la Licencia Creative Commons: Reconocimiento, No Comercial, Sin Obra Derivada 3.0 Costa Rica. Las autorizaciones adicionales a las aquí delimitadas se pueden obtener en el correo: [email protected] http://doi.org/10.15359/ree.25-1.10 http://www.una.ac.cr/educare [email protected] María José Navarro-Montaño, Antonia López-Martínez y Margarita Rodríguez-Gallego 3 Revista Electrónica Educare (Educare Electronic Journal) EISSN: 1409-4258 Vol. 25(1) ENERO-ABRIL, 2021: 1-18 Introduction The proposals of different national and international institutions support the inclusive school and insist on the need to train teachers to achieve the full educational and social participation of all children, particularly of traditionally excluded social groups. In the Spanish context, diversity is probably the main characteristic of educational centres. Therefore, it is necessary to raise awareness about the diversity of classrooms, which is derived from individual differences in terms of capacity, culture, religion, gender, etc., in order to find adequate educational responses within the framework of a teacher training model (Arnáiz Sánchez, 2012; López López, 2012; Rosselló Ramos, 2010; Sotés et al., 2012; Torres González, 2012; Torres, & Fernández-Batanero, 2015). Blanco (2006) considers that, for teachers to become inclusive, it is necessary to make important changes in their training, such as preparing them to make institutions open to diversity, to carry out their duty in different contexts and realities, and, lastly, to acquire theoretical and practical knowledge about the most relevant educational needs, strategies of attention to diversity in the classroom, curriculum adaptation, differentiated evaluation, etc. In this sense, Asensio Muñoz and Ruiz de Miguel (2017) and Sánchez-Sánchez (2016) referred to the need to generate spaces that allow linking the theoretical knowledge to the teaching practice and the specific training required by the teaching performance. In the international scope of education, Horne and Timmons (2009) studied some variables that influence the development of inclusive education, such as professional development and the additional planning time required by inclusive education. Other authors have analysed the international trend toward inclusive education, such as Ruijs et al. (2010), who studied the relationship between inclusive education and the academic and socioemotional performance of students. Ainscow and Sandill (2010) analysed the organizational conditions needed to carry out inclusive education, giving essential consideration to leadership in the fostering of inclusive cultures. In this sense, Medina Revilla et al. (2017) provided new views about teaching-learning processes, assuming different approaches, among which it is worth highlighting innovative practices and teaching training perspectives, framed within communication between cultures, where inclusive education is. Laluvein (2010) referred to practice community as a didactic social model from which to approach problem solving. Ainscow (2012) provided some lessons, by analysing the international research focused on making schools more inclusive. Ainscow et al. (2012, p. 198) insist on the need to rethink the school duty and mentioned the “ecology of equity” to make schools more effective for everyone. In this line, Azorín Abellán (2018) understands that the ecology of equity puts education in a scenario where the local community acquires leadership and where inequities can be attributed to some school practices that might not consider student diversity, thus it is necessary to approach teacher training in the key of inclusion. 4 María José Navarro-Montaño, Antonia López-Martínez y Margarita Rodríguez-Gallego http://doi.org/10.15359/ree.25-1.10 http://www.una.ac.cr/educare [email protected] Los artículos de la Revista Electrónica Educare del Centro de Investigación y Docencia en Educación de la Universidad Nacional, Costa Rica, se comparten bajo términos de la Licencia Creative Commons: Reconocimiento, No Comercial, Sin Obra Derivada 3.0 Costa Rica. Las autorizaciones adicionales a las aquí delimitadas se pueden obtener en el correo: [email protected] Revista Electrónica Educare (Educare Electronic Journal) EISSN: 1409-4258 Vol. 25(1) ENERO-ABRIL, 2021: 1-18 Teachers need to work in collaborative environments characterised by mutual support, shared responsibilities and systemic reflection (Krichesky, & Murillo, 2018). The educational response to diversity is a challenge for centres and for the educational community that must be incorporated in the institutional projects and in the inclusive educational practices. In this context, it is necessary to know the opinions of teachers about the inclusion of differences in the classroom, as well as their training needs. Therefore, we decided to work with practising teachers, since their teaching experience could be a reference to guide the training of new teachers. Barrantes-Montero (2015) pointed out the convenience of training teachers in transdisciplinarity, framing teacher training within the systemic paradigm. The previous work that is most immediately related to the present study is that of Ausín Valverde and Lezcano Barbero (2012), who elaborated a dossier about educational inclusion based on educational programs designed for foreign students. They analysed different educational programs, with the Teacher Training Program being the most valued one. Methodology This is a descriptive study, as it is designed to generate a system of indicators from a referential framework, and the methodology used was based on a qualitative research approach. The study is also retrospective (or ex-post-facto), since it is based on past events, and it uses narrative research, which in our case has two major roles: a) it provides ways of interpretation, and B) it provides guidelines for action (Bolívar et al., 2001). This work is part of a larger research project, whose main objective is to know the opinions of teachers about inclusive education and their training needs, with the aim of determining some quality indicators that can guide the training of teachers in the key of inclusion. Other secondary objectives, although not necessarily less relevant for the investigation, were the following: • To know the opinions of teachers about inclusive education and its theoreticalpractical link. • To analyse the relation between inclusive education and current reforms. • To know the training aspects that teachers need to acquire in order to meet the demands of inclusive education. • To propose quality indicators to guide teacher training in the key of educational inclusion. The methodology is based on the use of an open-ended questionnaire applied through interviews. This technique allowed obtaining a general and broad view of the perceptions of the interviewed teachers regarding educational inclusion, contrasting relevant aspects, and delving into other central aspects for the investigation. In the process, we were able to follow the characteristic steps of descriptive research: Los artículos de la Revista Electrónica Educare del Centro de Investigación y Docencia en Educación de la Universidad Nacional, Costa Rica, se comparten bajo términos de la Licencia Creative Commons: Reconocimiento, No Comercial, Sin Obra Derivada 3.0 Costa Rica. Las autorizaciones adicionales a las aquí delimitadas se pueden obtener en el correo: [email protected] http://doi.org/10.15359/ree.25-1.10 http://www.una.ac.cr/educare [email protected] María José Navarro-Montaño, Antonia López-Martínez y Margarita Rodríguez-Gallego 5 Revista Electrónica Educare (Educare Electronic Journal) EISSN: 1409-4258 Vol. 25(1) ENERO-ABRIL, 2021: 1-18 1. Formulating the research problem, determining whether the descriptive methodology is suitable and setting out the objectives. 2. Identifying the categories and sub-categories, and determining the proper techniques for data gathering. 3. Finding and contacting the population. The participants of the study were 16 teachers, of whom 8 were from early childhood and primary education and the other 8 were from secondary education, baccalaureate and training modules. 4. Designing the interview and having it validated by a group of experts. 5. Applying the previously designed data gathering instruments, i.e., questionnaire and interview. 6. Gathering, analysing and interpreting the data, and drawing conclusions. The research question is focused on inclusive education and its practical implications. Preparing research instruments involves designing a set of questions whose aim is to specify ideas, beliefs or suppositions of the research team regarding the study topic. The phases to create the instruments of the present study were the following: First phase: we conducted a thorough review of the specific literature on inclusive education, which was organised into three major blocks: Block 1: International rules about education. Block 2: Spanish and Andalusian regulations. Block 3: Review of the literature on inclusive education. The work method followed in this first phase was the Analysis of Axiological Content (Bardin, 1996) and the subsequent conceptual scheme. We understand that content analysis is one of the techniques that best respond to the research demands on written documents, and very adequate for working on educational documents. The process to study the documents was the following: 1. Selection of educational documents based on the following criteria: impact at the international scope, involvement in an education for everyone, interpretation at the national level, and specification at the regional level. 2. Analysis and critical evaluation of the document. 3. Consensus to tackle questions and uncertainties that may arise from studying the documents. 6 María José Navarro-Montaño, Antonia López-Martínez y Margarita Rodríguez-Gallego http://doi.org/10.15359/ree.25-1.10 http://www.una.ac.cr/educare [email protected] Los artículos de la Revista Electrónica Educare del Centro de Investigación y Docencia en Educación de la Universidad Nacional, Costa Rica, se comparten bajo términos de la Licencia Creative Commons: Reconocimiento, No Comercial, Sin Obra Derivada 3.0 Costa Rica. Las autorizaciones adicionales a las aquí delimitadas se pueden obtener en el correo: [email protected] Revista Electrónica Educare (Educare Electronic Journal) EISSN: 1409-4258 Vol. 25(1) ENERO-ABRIL, 2021: 1-18 Table 1: Categories and sub-categories Categories Subcategories Meaning of inclusion Meaning of inclusive education (MIE) Deficiencies of inclusive education (DIE) Involvement in inclusion Educational inclusion and practice (INC/PRAC) Disposition of centres (DISP) Teachers and inclusion Teacher training (TRA) Actions of the centre (ACT) Students and inclusion Inclusive education for everyone (IEFE) Educational inequalities (INE) Inclusion and reformation Re-structuring of centres (RST) Rethinking inclusion (RTH) Change of paradigm (CHA) Improving the quality of educational inclusion (IMP/QUA) Note: Developed by author. Second phase: preparing the instruments. The phases for preparing the questionnaire and the interview gather the criteria for the construction of both instruments, and they were organised as follows: 1. Creation of a bank of questions, 321 in total, that gather the doubts and uncertainties about inclusive education and its development in practice. 2. Grouping of the questions by categories, which set the topics of interest for the research, and sub-categories of analysis, which specify and delve into the established categories, as is shown in Table 1: Definition of categories Meaning of educational inclusion: fundamental ideas of inclusive education, ethical principles that support it and deficiencies of educational inclusion. Involvement in educational inclusion: disposition of educational centres to respond to the objectives that make sense of educational inclusion, and the democratic and equitable reasons that justify them. Teachers and educational inclusion: aspects related to the training of teachers for these to meet the demands of educational inclusion, personal keys to improve the educational practices and promote inclusion in the common framework of basic competences of compulsory education, and commitment with the values of inclusion gathered in the planning of the centre. Students and educational inclusion: educational inclusion is intended for all students, understanding that differences can turn into inequalities and that the quality of education must be targeted to every student. Los artículos de la Revista Electrónica Educare del Centro de Investigación y Docencia en Educación de la Universidad Nacional, Costa Rica, se comparten bajo términos de la Licencia Creative Commons: Reconocimiento, No Comercial, Sin Obra Derivada 3.0 Costa Rica. Las autorizaciones adicionales a las aquí delimitadas se pueden obtener en el correo: [email protected] http://doi.org/10.15359/ree.25-1.10 http://www.una.ac.cr/educare [email protected] María José Navarro-Montaño, Antonia López-Martínez y Margarita Rodríguez-Gallego 7 Revista Electrónica Educare (Educare Electronic Journal) EISSN: 1409-4258 Vol. 25(1) ENERO-ABRIL, 2021: 1-18 Educational inclusion and reformation: the link between inclusive education, educational reforms, transformation of schools into more inclusive places, reconsidering educational inclusion and a change of paradigm, which are essential to guide the study in the key of educational inclusion. 3. Expert validation: we selected a group of experts constituted by five faculty members related to the field of didactics, school organization and attention to diversity. 4. After the expert validation, we obtained the questions that would make up the final questionnaire, which were a total of 21. Although the number of surveyed teachers was small, this is justified, since the aim was to gather data that would allow us to prepare the questions of the interview and these had to be focused on aspects that were relevant for the teachers. The surveyed teachers, 11 in total, participated in the study indirectly, although they do not represent the actual sample, since their opinions served as a basis to prepare the ultimate questions that would make up the interview. 5. Preparation of the interview: we selected the 12 questions that we believed were most relevant and gathered fundamental aspects for the study. Table 2 shows the study sample, composed of 16 teachers from different levels of the education system. The population from which the sample derived belongs to the provinces of Seville and Badajoz (Spain). The participants were selected by convenience sampling and availability to participate in the study. The first two columns include the study cases and the type of centre to which they belonged. All the centres were public, with the exception of case 10, which was a charter school. The third column shows the speciality of the surveyed teachers. Table 2: Study Sample Case Type of centre Teacher speciality 1, 2, 3, 9, 10, 11, 12, 14 Early Childhood and Primary Education School (ECPES) Audition and language Second language: English Language and literature Primary Ed. tutor Early Ch. Ed. tutor Therapeutic Pedagogy Principal Head of studies 4, 5 ,6, 7, 8, 13, 15, 16 Secondary Education (SE) Baccalaureate (BAC) Training Modules (MOD) High school Therapeutic pedagogy Social sciences Counselor Language and literature Physics and Chemistry Biology Foreign language: French Technical drawing Diversification Note: Developed by author. 8 María José Navarro-Montaño, Antonia López-Martínez y Margarita Rodríguez-Gallego http://doi.org/10.15359/ree.25-1.10 http://www.una.ac.cr/educare [email protected] Los artículos de la Revista Electrónica Educare del Centro de Investigación y Docencia en Educación de la Universidad Nacional, Costa Rica, se comparten bajo términos de la Licencia Creative Commons: Reconocimiento, No Comercial, Sin Obra Derivada 3.0 Costa Rica. Las autorizaciones adicionales a las aquí delimitadas se pueden obtener en el correo: [email protected] Revista Electrónica Educare (Educare Electronic Journal) EISSN: 1409-4258 Vol. 25(1) ENERO-ABRIL, 2021: 1-18 Given the large amount of information gathered through the 16 interviews conducted, once these were transcribed, we had to make some decisions prior to the data analysis, thus we based the latter on major aspects of interest for the study. We organised the analysis into two levels. The first level includes the key aspects, whereas the second level gathers what could be considered as secondary aspects or those aspects that provide complementary information, thus resulting in a joint analysis. We followed the guidelines of Litosseliti (2003) for the analysis of the key questions, while the less relevant questions could be analysed at a different level or simply removed, since they are not considered essential for the analysis. In our case, we did not remove any of the questions, although we grouped those that we thought were worth being analysed at a different level, as described in Table 3. Table 3: Categorization levels of the interviews 1st level 2nd level Meaning of inclusive education Deficiencies of inclusive education - Involvement in inclusion Educational inclusion and practice Disposition of centres Teacher training - Actions of the centre - Students and inclusion Inclusive education for everyone Educational inequalities Educational inclusion and reformation Re-structuring of centres Rethinking inclusion Change of paradigm Improving the quality of inclusion - Note: Developed by author. Results, analysis and discussion The obtained results of the categories of the analysis are organised into five figures. For the analysis and interpretation of the qualitative data, different categories and subcategories were selected among the proposals of quality indicators, considering the basic units of meaning. As a result of this process, a system of response categories was established, with their corresponding frequencies expressed in percentage data. We organised them based on the qualitative design combined with the descriptive quantitative approach, with the aim of delving into the analysis and considering, in addition, the contributions of the theoretical framework: Los artículos de la Revista Electrónica Educare del Centro de Investigación y Docencia en Educación de la Universidad Nacional, Costa Rica, se comparten bajo términos de la Licencia Creative Commons: Reconocimiento, No Comercial, Sin Obra Derivada 3.0 Costa Rica. Las autorizaciones adicionales a las aquí delimitadas se pueden obtener en el correo: [email protected] http://doi.org/10.15359/ree.25-1.10 http://www.una.ac.cr/educare [email protected] María José Navarro-Montaño, Antonia López-Martínez y Margarita Rodríguez-Gallego 9 Revista Electrónica Educare (Educare Electronic Journal) EISSN: 1409-4258 Vol. 25(1) ENERO-ABRIL, 2021: 1-18 Figure 1 shows the answers of the participants regarding the meaning of inclusive education. Figure 1: Answers about the meaning of educational inclusion Note: Developed by author. Schools for everyone From integration to inclusion Inclusion expands integration Inclusion as a challenge All equal, all different Adapt teaching Attention in ordinary classroom Education without discrimination 20 14 8 18 12 6 16 10 4 2 0 ECPEC SEC Answers Percentage Subcategories The obtained data demonstrate the need to create quality schools for all students, although the teachers from secondary education centres (SEC) insist on the need to initiate this process (18.75%), whereas those from early childhood and primary education centres (ECPEC) understand this process as a continuation (6.25%). In some cases, inclusion is understood as a synonymous of integration, whereas in other cases inclusion is an educational challenge for teachers, which also expands the process of integration (Casanova Rodríguez, 2011). Based on the acceptance of diversity, the aim is to adapt teaching to all the students in the classroom, where the educational treatment must be equal for everyone, considering individual differences within an educational framework without discrimination. Figure 2 shows the answers of the participants about involvement in inclusion at the school and classroom levels. 16 María José Navarro-Montaño, Antonia López-Martínez y Margarita Rodríguez-Gallego http://doi.org/10.15359/ree.25-1.10 http://www.una.ac.cr/educare [email protected] Los artículos de la Revista Electrónica Educare del Centro de Investigación y Docencia en Educación de la Universidad Nacional, Costa Rica, se comparten bajo términos de la Licencia Creative Commons: Reconocimiento, No Comercial, Sin Obra Derivada 3.0 Costa Rica. Las autorizaciones adicionales a las aquí delimitadas se pueden obtener en el correo: [email protected] Revista Electrónica Educare (Educare Electronic Journal) EISSN: 1409-4258 Vol. 25(1) ENERO-ABRIL, 2021: 1-18 Educational practices Teaching practices based on evidence. Design of innovative methodologies, based on an educational model in line with inclusion. Educational research methodologies focused on the development of capacities. Teacher training Programs based on educational practices committed to inclusion. Programs that include the analysis of educational needs. Programs focused on principles of comprehension, democracy and participation. This proposal of quality indicators, to advance in the improvement of the quality of educational inclusion, involves open research lines on which further work needs to be done. Declaración de Material complementario Este artículo tiene disponible, como material complementario: -La versión preprint del artículo en https://doi.org/10.5281/zenodo.3471988 References Ainscow, M. (2012). Haciendo que las escuelas sean más inclusivas: Lecciones a partir del análisis de la investigación internacional. Revista Educación Inclusiva, 5(1), 39-49. http://www. revistaeducacioninclusiva.es/index.php/REI/article/view/220 Ainscow, M., & Sandill, A. (2010). Developing inclusive education systems: The role of organizational cultures and leadership. International Journal of Inclusive Education, 14(4), 401-416. https://doi.org/10.1080/13603110802504903 Ainscow, M., Dyson, A., Goldrick, S., & West, M. (2012). Making schools effective for all: Rethinking the task. School Leardership & Management: Formerly School Organization, 32(3), 197-213. https://doi.org/10.1080/13632434.2012.669648 Arnáiz Sánchez, P. (2012). Escuelas eficaces e inclusivas: Cómo favorecer su desarrollo. 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Las autorizaciones adicionales a las aquí delimitadas se pueden obtener en el correo: [email protected] Revista Electrónica Educare (Educare Electronic Journal) EISSN: 1409-4258 Vol. 25(1) ENERO-ABRIL, 2021: 1-18 López López, J. (2012). Facilitadores de la inclusión. Revista de Educación inclusiva, 5(1), 175-188. http://www.revistaeducacioninclusiva.es/index.php/REI/article/view/229/223 Litosseliti, I. (2003). Using focus group in research. Continuum. Medina Revilla, M., de la Herrán Gascón, A., & y Domínguez Garrido, M. C. (Coords.). (2017). Nuevas perspectivas en la formación de profesores. UNED. Rosselló Ramon, M. R. (2010). El reto de planificar para la diversidad en una escuela inclusiva. Revista Iberoamericana de Educación, 51(4), 1-10. https://doi.org/10.35362/rie5141825 Ruijs, N. M., van der Veen, I. y Peetsma, T. T. D. (2010). Inclusive education and students without special educational needs. 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Estructuras organizativas para una escuela inclusiva: Promoviendo comunidades de aprendizaje. Educatio Siglo XXI, 30(1), 45-70. http://revistas.um.es/ educatio/article/view/149131 Torres, J. A., & Fernández Batanero, J. M. (2015). Promoviendo escuelas inclusivas: Análisis de las percepciones y necesidades del profesorado desde una perspectiva organizativa, curricular y de desarrollo profesional. Revista Electrónica Interunivesitaria de Formación del Profesorado, 18(1), 177-200. https://doi.org/10.6018/reifop.18.1.214391