Inclusive education essentially refers to the universal right to education for all individuals, regardless of their condition or background. It embodies a concept with clear ethical connotations that is widely accepted, to the point where the ideal value of inclusion is rarely questioned.
However, when we closely examine the various challenges and implications of inclusive education—such as a lack of resources, insufficient training, high student-to-teacher ratios, and curricular demands—the initial broad consensus shows occasional signs of weakness, giving way to doubts and nuances. Moreover, depending on the strategies employed to evaluate attitudes, the results do not always reveal consistently favorable attitudes toward inclusion.
For this reason, the project proposes an analysis of different types of attitudes toward the inclusion of students with special educational needs (SEN) among pre-service teachers, as well as the design of training actions to promote positive attitudes toward inclusion.
Acronym
ACTINCLU
Reference code
CIAICO/2023/11
Description
The general objective of the project is to analyze the implicit attitudes of pre-service teachers toward the inclusion of students with special educational needs (SEN) and to design training actions that promote the development of positive attitudes toward inclusion. The findings from this project can help identify weaknesses in the initial and ongoing training of teachers and serve as a starting point for improving these training processes and designing specific actions aimed at fostering more favorable attitudes toward inclusion. The general objective is broken down into the following 5 specific objectives:
- Analyze the relationship between explicit and implicit attitudes of pre-service teachers toward inclusive education.
- Examine differences in implicit (and explicit) attitudes toward the inclusion of students with SEN between generalist pre-service teachers and those specializing in special education.
- Compare implicit attitudes toward the inclusion of students with SEN among pre-service teachers in early childhood, primary, and secondary education.
- Analyze the strategies employed by university professors teaching subjects related to inclusive education in the degrees of Early Childhood and Primary Education Teaching, as well as the Master's in Secondary Education, to foster favorable attitudes toward inclusion.
- Design actions, such as activities and training materials, to intervene in the attitudes of pre-service teachers toward inclusive education.
Developers of the project
Research in Autism Spectrum Disorders. Inma Fernández Research Group (INVTEA)
Keywords
Attitudes; inclusive education; teacher training
Principal investigators:
- Tarraga Minguez, Raul
- PDI-Catedratic/a d'Universitat
- Pastor Cerezuela, Gemma
- PDI-Titular d'Universitat
- Director/a de Servei General
Participating researchers:
- Sanz Cervera, Pilar
- PDI-Titular d'Universitat
- Badenes Ribera, Laura
- PDI-Titular d'Universitat
- Director/a Titulacio Master Oficial
- Director/a de Departament
- Lacruz Perez, Irene
- PDI-Ajudant Doctor/A
Non-UV participating researchers
- Alejandro Rodríguez Martín - Universidad de Oviedo
Start date
2024
September
End date
2027
August
Funding agencies:
Results
Articles published in scientific journals:
- Lacruz-Pérez, I., Tárraga-Mínguez, R., Morales-Hernández, A.J. y Pastor-Cerezuela, G. (2026). El autismo según la prensa y Youtube. ¿Qué opina el futuro profesorado? REIPE: Revista de Estudios e Investigación en Psicología y Educación, 13(1), 1-21. https://doi.org/10.17979/reipe.2026.13.1.12745
- Segura-Pérez, Á., Escorcia-Mora, C. T., Tárraga-Mínguez, R., & Sanz-Cervera, P. (2026). La formación universitaria en comunicación aumentativa en España. Implicaciones en el ejercicio del derecho a la comunicación de los usuarios. Siglo Cero, 57(1), 129-148. https://doi.org/10.14201/scero.32537
- Segura-Pérez, A, Sanz-Cervera, P, & Tárraga-Mínguez, R (2025). ¿Qué papel tienen los diferentes agentes educativos en el uso de comunicación aumentativa? Un análisis de la percepción de futuros docentes. ReiDoCrea, 14(52), 756-765. https://hdl.handle.net/10481/108786
- Segura-Pérez, Ángela, Tárraga-Mínguez, R., Escorcia-Mora, C. T., & Sanz-Cervera, P. (2025). Formación inicial en comunicación aumentativa y alternativa. Valoración de expertos sobre desafíos pendientes en logopedia, magisterio, psicología y terapia ocupacional. Aula Abierta, 54(3), 269–278. https://doi.org/10.17811/rifie.21550
- Tárraga Mínguez, R., Lacruz Pérez, I., & Gómez Marí, I. (2024). La accesibilidad cognitiva de las escuelas a examen. Una experiencia de aprendizaje-servicio en formación docente. REDU: Revista de Docencia Universitaria, 22(2), 198-213. https://dx.doi.org/10.4995/redu.2024.20581
- Tárraga-Mínguez, R. Lacruz-Pérez, I., Gómez-Marí, I, Sanz-Cervera, P. (2025). Actitudes docentes hacia la educación inclusiva. Análisis de una experiencia educativa con redes sociales. Aula de Encuentro, 27(1), 314-337. https://doi.org/10.17561/ae.v27n1.9013
- Tárraga-Mínguez, R. Lacruz-Pérez, I., Segura-Pérez, A., Sanz-Cervera, P. (en prensa). Docentes de educación especial: agentes activos en la conformación de actitudes positivas hacia la educación inclusiva. International Journal of New Education.
Book chapters:
- Lacruz-Pérez, I., Sanz-Cervera, P., Segura-Pérez, A., Tárraga-Mínguez, R. (2026). Historias que enseñan: el papel de los testimonios en redes sociales en la formación inicial docente. En P. Usán-Supervía, C. Salavera-Bordás y E. Urbón-Ladrero (coords.) Tecnología, Aprendizaje y Educación (pp. 178-189). Pregunta Ediciones.
- Tárraga-Mínguez, R., Lacruz-Pérez, I., Segura-Pérez, A., Pastor-Cerezuela, G. (2025). Actitudes hacia la educación inclusiva de futuros docentes: estrategias formativas desde la innovación educativa. En D. Gavilán-Martín, E. Espinar-Ruiz y L.C. Barrionuevo-Torres (coords.). Tendencias actuales en educación. Innovación, inclusión y sostenibilidad para la ciudadanía global (pp. 225-236). Narcea.
Open data:
- Lacruz-Pérez, I., Tárraga-Mínguez, R., Morales-Hernández, A. J., & Pastor-Cerezuela, G. (2025). How do pre-service teachers perceive the representation of autism in the media? A study using print press and YouTube [Dataset]. Zenodo. https://doi.org/10.5281/zenodo.16352200
Project type
- GVA - AICO - Consolidated groups
