How to become an inclusive teacher? Advice from Spanish educators involved in early childhood, primary, secondary and higher education

ABSTRACT

Through the voices of 100 Spanish teachers from Early Childhood, Primary, Secondary and Higher Education who carry out inclusive practices, this study explores the recommendations of these professionals for other colleagues to be inclusive. We conducted a qualitative multicase study using semi-structured interviews. The data were analysed through an inductive category and coding system. The findings are presented based on four topics: teacher planning, methodologies, ethical and emotional competences, and training. The results show similarities and differences between the guidelines given at different educational levels. This research provides practical lessons and it highlights that it is possible to be inclusive at any educational stage.

KEYWORDS:

• Inclusive education
• advice
• teachers
• qualitative research
• Spain

Acknowledgments

This work was supported by the Ministry of Science and Innovation of Spain, State Research Agency and FEDER funds European Union [grant numbers EDU2016-76587-R/Feder Funds] and Spanish Government (grant FPU2017/01209).

Disclosure statement

No potential conflict of interest was reported by the author(s).