Do teachers who believe in educational inclusion have a favorable attitude towards students with gifted?

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Revista INFAD. Número 1, volumen 1 de 2021
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Published: Aug 3, 2021
DOI: https://doi.org/10.17060/ijodaep.2021.n1.v1.2077
Keywords:
teacher attitudes educational inclusion educational needs gifted students

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María del Carmen Plata Morán
Facultad de Formación del profesorado Universidad de Extremadura
Margarita Gozalo Delgado
Facultad de Formación del profesorado Universidad de Extremadura
Carmen Gómez Labrador
Consejería de Educación y empleo Junta de Extremadura
Sabina Barrios Fernández
Facultad de Enfermería y Terapia Ocupacional Universidad de Extremadura

Abstract

A commitment to inclusive education means promoting quality education for all learners. Teachers’ beliefs and attitudes towards inclusion are a factor that can influence the quality of the educational response that learners receive. In the case of gifted and talented students, this relationship has been extensively tested in national and international studies, and it has even been observed that teachers who are more committed to the concept of inclusion do not always have favourable attitudes towards these students (McCoach and Siegle, 2007; Tirri, Tallent-Runnels, Adams, Yuen and Lau (2002). The aim of this study was to test the relationship between teachers’ attitudes towards inclusion and towards students with high abilities and their education. A total of 203 active teachers (56 men and 147 women) from different educational levels, aged between 22 and 74 years, 48.53 (15.5) years, answered two questionnaires: the Questionnaire of teachers’ perceptions about inclusion (Cardona, Gómez-Canet & González-Sánchez, 2000) and Opinions about students with high abilities and their education (Original by Gagné & Nadeau (1991, and adapted by Tourón, Fernández & Reyero, 2002). It was found that younger and better-trained teachers show more favourable attitudes towards inclusion. However, these characteristics do not always coincide when we assess their attitudes towards gifted students.

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How to Cite
Plata Morán, M. del C., Gozalo Delgado, M., Gómez Labrador, C., & Barrios Fernández, S. (2021). Do teachers who believe in educational inclusion have a favorable attitude towards students with gifted?. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 1(1), 381–390. https://doi.org/10.17060/ijodaep.2021.n1.v1.2077
Issue
Vol. 1 No. 1 (2021): POSITIVE OVERCOMING AND LEARNING: THE RESPONSE TO COVID-19
Section
Articles
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