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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, Luis M. Villar Angulo
Copyright: © 2020 |Pages: 14
ISBN13: 9781799812135|ISBN10: 1799812138|EISBN13: 9781799812142
DOI: 10.4018/978-1-7998-1213-5.ch030
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MLA

Alegre de la Rosa, Olga M., and Luis M. Villar Angulo. "Social Inclusion and Intercultural Values in a School of Education." Accessibility and Diversity in Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, IGI Global, 2020, pp. 599-612. https://doi.org/10.4018/978-1-7998-1213-5.ch030

APA

Alegre de la Rosa, O. M. & Angulo, L. M. (2020). Social Inclusion and Intercultural Values in a School of Education. In I. Management Association (Ed.), Accessibility and Diversity in Education: Breakthroughs in Research and Practice (pp. 599-612). IGI Global. https://doi.org/10.4018/978-1-7998-1213-5.ch030

Chicago

Alegre de la Rosa, Olga M., and Luis M. Villar Angulo. "Social Inclusion and Intercultural Values in a School of Education." In Accessibility and Diversity in Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, 599-612. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1213-5.ch030

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Abstract

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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