<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162018000200039</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The Journey towards Inclusion: Exploring the Response of Teachers to the Challenge of Diversity in Schools]]></article-title>
<article-title xml:lang="es"><![CDATA[El viaje hacia la inclusión: explorando la respuesta del profesorado al desafío de la diversidad en las escuelas]]></article-title>
<article-title xml:lang="pt"><![CDATA[A viagem à inclusão: examinando a resposta do professorado ao desafio da diversidade nas escolas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Azorín-Abellán]]></surname>
<given-names><![CDATA[Cecilia María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Murcia departamento de Didácticas y organización escolar ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<numero>75</numero>
<fpage>39</fpage>
<lpage>58</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162018000200039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162018000200039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162018000200039&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The general objective of the research presented in this article was to explore the attention to the diversity of students in kindergartens, and primary and high schools in the Region of Murcia (southeast of Spain). This study adopted a methodology of a quantitative nature. The instrument used to collect the data was the Themis Inclusion Tool (Azorin and Ainscow, 2018), which is a Likert scale aimed at teachers formed by three dimensions: contexts, resources and processes. Themis was administered to 545 teachers from 38 schools. This allowed knowing a series of strengths and weaknesses and diagnosing the profile of the schools (barely inclusive, towards inclusion and inclusive), and verifying statistically significant differences according to the variables studied (type of school, location and school stage). According to the results, the strengths focused on the process dimension, making reference to the teaching work, while the weaknesses were found in the contexts dimension, highlighting the scarce commitment between the schools and their communities. Differences were also found according to the type of school and the school stage. Finally, the predominant profile was "towards inclusion". Therefore, the conclusions pointed to the need to continue working for the development of more inclusive practices in schools.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo general de la investigación que se presenta en este artículo fue explorar a atención a la diversidad del alumnado en escuelas de infantil, primaria y secundaria de la Región de Murcia (sureste de España). Este estudio adoptó una metodología de naturaleza cuantitativa. El instrumento utilizado para recopilar los datos fue Themis Inclusion Tool (Azorin y Ainscow, 2018), que esuna escala tipo Likert dirigida al profesorado formada por tres dimensiones: contextos, recursos y procesos Themis fue administrada a 545 profesores de 38 escuelas. Ello permitió conocer una serie de fortalezas y debilidades y diagnosticar el perfil que tenían las escuelas (apenas inclusivo, hacia la inclusión e inclusivo), y verificar diferencias estadísticamente significativas según las variables estudiadas (tipo de escuela, ubicación y etapa escolar). De acuerdo con los resultados, las fortalezas se concentraron en la dimensión procesos, haciendo referencia al trabajo docente, mientras que las debilidades se encontraron en la dimensión contextos, destacando el escaso compromiso entre las escuelas y sus comunidades. También se encontraron diferencias según el tipo de escuela y la etapa escolar. Finalmente, el perfil predominante fue "hacia la inclusión". Por lo tanto, las conclusiones apuntaron a la necesidad de seguir trabajando para el desarrollo de prácticas más inclusivas en las escuelas[F2].]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo geral da pesquisa apresentada neste artigo foi examinar a atenção à diversidade dos alunos nas escolas infantil, fundamental e médica da região de Murcia (sudeste da Espanha). Este estudo baseou-se em uma metodologia quantitativa. O instrumento utilizado para compilar os dados foi Themis Inclusion Tool (Azorín e Ainscow, 2018), que é uma escala tipo Likert dirigida ao professorado, conformada por três dimensões: contextos, recursos e processos. Themis foi aplicada em 545 professores de 38 escolas. Isso permitiu conhecer uma série de fortalezas e fraquezas, assim como diagnosticar o perfil das escolas (pouco inclusivo, em processo de inclusão e inclusivo) e verificar diferencias estadísticamente significativas segundo as variáveis estudadas (tipo de escola, localização e etapa escolar). De acordo com os resultados, as fortalezas concentraram-se na dimensão processos, relacionada com o trabalho docente, enquanto as debilidades concentraram-se na dimensão contextos, assinalando o escasso compromisso entre as escolas e suas comunidades. Adicionalmente, evidenciaram-se diferenças segundo o tipo de escola e a etapa escolar. Finalmente, o perfil dominante foi "em processo de inclusão" Portanto, as conclusões assinalaram a necessidade de continuar a trabalhar no desenvolvimento de práticas mais inclusivas nas escolas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[inclusión]]></kwd>
<kwd lng="es"><![CDATA[voces del profesorado]]></kwd>
<kwd lng="es"><![CDATA[diversidad]]></kwd>
<kwd lng="es"><![CDATA[auto-revisión]]></kwd>
<kwd lng="es"><![CDATA[mejora escolar]]></kwd>
<kwd lng="en"><![CDATA[inclusion]]></kwd>
<kwd lng="en"><![CDATA[teacher voices]]></kwd>
<kwd lng="en"><![CDATA[diversity]]></kwd>
<kwd lng="en"><![CDATA[self-review]]></kwd>
<kwd lng="en"><![CDATA[school improvement]]></kwd>
<kwd lng="pt"><![CDATA[inclusão]]></kwd>
<kwd lng="pt"><![CDATA[vozes do professorado]]></kwd>
<kwd lng="pt"><![CDATA[diversidade]]></kwd>
<kwd lng="pt"><![CDATA[auto-revisão]]></kwd>
<kwd lng="pt"><![CDATA[melhora escolar]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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