Abstract

VELEZ LATORRE, Libia. Inclusive education in teacher training: its evaluation from the facet theory. Folios [online]. 2013, n.37, pp.95-113. ISSN 0123-4870.

The purpose of this study was to identify the attitudes that prospective teachers have toward inclusive education. The design and validation of the instrument for assessing attitudes was approached from the facet theory model, and the analysis of the information was carried out by means of the smallest space analysis (SSA) and descriptive statistics. Ninety-one students from the four undergraduate programs of the Faculty of Education at the National Pedagogical University participated in the study. The results corroborate that the facets proposed in the mapping-sentence for evaluating attitudes: attitude components, agents and educational settings, and educational elements were validated by the SSA analysis. In general, teachers in training have positive attitudes toward inclusive education. The study also identifies that participants conceptualized the teacher as the central educational agent for inclusive education. They also believe that to achieve inclusive education it is necessary to have resources or specialized materials for work in the classroom and institutional support for its attainment and qualification of teachers. The article proposes three areas of training necessary for future graduates in order to promote attitudes towards inclusive education.

Keywords : Attitudes; inclusive education; agents and educational settings; educational elements; facets theory.

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