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The Educational Inclusion of Students with Autism Spectrum Disorder: Teachers’ Feelings, Attitudes, and Concerns About Inclusion in Spain

  • Alejandra Bolado Peña ; Félix Menéndez Vega [1] ; Steven Van Vaerenbergh [2] Árbol académico ; Mercedes Arias Pastor [2] ; Jerónimo J. González Bernal [1] Árbol académico
    1. [1] Universidad de Burgos

      Universidad de Burgos

      Burgos, España

    2. [2] Universidad de Cantabria

      Universidad de Cantabria

      Santander, España

  • Localización: EJIHPE: European Journal of Investigation in Health, Psychology and Education, ISSN 2174-8144, ISSN-e 2254-9625, Vol. 15, Nº. 10, 2025, págs. 200-200
  • Idioma: inglés
  • DOI: 10.3390/ejihpe15100200
  • Enlaces
  • Resumen

    • Introduction: The educational inclusion of students with Autism Spectrum Disorder (ASD) in Spain has been promoted through regulations such as LOMCE and LOMLOE. However, its effective implementation depends on teachers’ attitudes and perceptions. This study analyzes teachers’ feelings, attitudes, and concerns regarding the inclusion of students with ASD. Methods: A quantitative, descriptive, and cross-sectional study was conducted with a sample of 2310 teachers from different educational stages in Spain. The SACIE-R and INTEA questionnaires were used to assess teachers’ perceptions of inclusion. ANOVA tests and Spearman correlations were applied for statistical analysis. Results: The results show that the variable “Attitudes” follows a normal distribution, indicating a stable perception of inclusion. In contrast, the variables “Feelings” and “Concerns” present an inverse relationship: the greater the concern, the fewer positive feelings toward inclusion. Significant differences were found based on gender, type of school, educational stage, and teaching specialty. Discussion: Positive attitudes toward inclusion are associated with greater training and specialization in diversity. Special Education teachers show better perceptions, while in Secondary Education, concerns and negative feelings prevail. Continuous training emerges as a key factor in improving teachers’ perceptions. Conclusions: The study highlights the importance of training programs and support strategies to promote effective inclusion. Strengthening support networks and teacher training is recommended to improve attitudes toward the inclusion of students with ASD.

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