Social Inclusion and Intercultural Values in a School of Education

Social Inclusion and Intercultural Values in a School of Education

Olga M. Alegre de la Rosa (University of La Laguna, Spain) and Luis M. Villar Angulo (University of Seville, Spain)
DOI: 10.4018/978-1-7998-1213-5.ch030
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The aim of the study was to analyze the contextual and personal factors associated with student teachers' inclusive and intercultural values to minimize barriers to learning and participation. It also examined the role higher education played as a facilitator of social inclusion. Method. The sample was comprised of 1234 university students. Researchers applied the Guide Index for Inclusion (Booth & Ainscow, 2000) composed of three dimensions: Culture, Politics and Inclusive Practices. Positive elements emphasized the gender variable with highly significant scores on all dimensions. Besides, younger students with no cooperation between teachers and families didn't collaborate between teachers and family to promote inclusive attitudes. Moreover, it was noted that experience increases to more predisposition to the inclusion and recognition of barriers to learning and participation. As a conclusion, it was recognized that the principles of social inclusion may be influenced by variables such as gender, age, cultural experience and experience with people.
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Background Research

Future teachers’ attitude in any part of the world is seen as an essential concept for a better educational practice and policy, which progress to inclusiveness and respect towards the existing diversity (Delgado, 2003; Rajovic & Jovanovic, 2013). To manage this success will depend on the positive attitudes professionals in education have related to inclusiveness of any special educational needs (Doménech, Esbrí, González, & Miret, 2003).

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