- Figueroa Ángel, MX, Gutiérrez de Piñeres Botero, C., & Velázquez León, J. (2017). Inclusion strategies in school contexts. Diversitas, 13(1), 13-26.https://doi.org/10.15332/s1794-9998.2017.0001.01
- González-Gil, F., Martín-Pastor, E., Poy, R., & Jenaro, C. (2016). Teachers’ perceptions about inclusion: preliminary study. Interuniversity Electronic Journal of Teacher Training, 19(3), 11–24. https://doi.org/10.6018/reifop.19.3.219321
- Leiva-Olivencia, JJ; Lopez-Berlanga, MC; Miñán Espigares, A.; Villegas Lirola, F. Perception of resources, extracurricular activities and inclusive pedagogical training of teachers of Compulsory Education in Spain. Sustainability 2021, 13, 5171.https://doi.org/10.3390/su13095171
In our educational system, attention to diversity is a reality, despite the fact that the teaching staff is not trained or prepared to meet their needs, and carry out their purpose of inclusion of all students, regardless of their abilities, characteristics, etc.
Inclusion is the action whose objective is to ensure that every individual, social group… can have equal opportunities and possibilities to be able to fulfill themselves as a person.
This aspect can also be transferred to the educational system, to generate and provide students with the same options and learning opportunities, and the entire educational community is part of said inclusion: students, families, teachers and other professionals related to the teaching process and learning.
According to Figueroa et al., (2017), in order to build learning, strategies and initiatives are put into play to work with a common goal in which children and adolescents, the family and the school participate. For this reason, we can extract the idea of promoting and providing teacher training focused on being able to work on attention to diversity and provide strategies to respond to the needs of students and their families.
In the words of González-Gil et al., (2016), analyzing the attitudes and training needs of teachers on inclusive cultures, policies, protocols and practices is essential to achieve educational strategies and be able to address the entire process of educational inclusion of students. The attitude and good expectations are fundamental pillars in this aspect, since the lack of resources, time and support from the educational administration and families is notable, in addition to the lack of specific training in attention to diversity and inclusion.
And finally, Leiva-Olivencia et al., (2021), highlights improving the continuous training of teachers in educational inclusion and attention to diversity, to all teachers, and more specifically to those who are not specialists, since it is a task of the entire educational community, promote inclusive and quality actions and practices that offer answers to all types of students, regardless of their abilities and learning rhythms, and reorient the existing resources of educational centers, in collaboration with the orientation teams and of psychopedagogical care, support teachers and therapeutic pedagogy, and teams of multidisciplinary professionals. From this idea, we can highlight that the teachers themselves also demand more training and resources to be able to cover and solve their purpose of inclusion.
After all the study carried out, I consider that the training of teachers in attention to diversity is a key point to take into account in the educational system, in order to respond to the diversity of students who live in the ordinary classrooms of our system, in which we all have the same opportunities adapted to our conditions and learning rhythms.