Researchers and professors Laia Vila-Sellés and Patricia Olmos Rueda, members of CRiEDO, have published the article “Initial Training of Education Professionals: A Look Towards Inclusion?”, a study that offers a critical perspective on initial teacher education and its connection to inclusive principles.
The research analyzes the perception of inclusion among 471 undergraduate students from four Catalan universities. The findings show that students mostly understand inclusion as an integral process linked to equity and diversity, although differences are observed depending on the degree program, gender, year of study, and experience with specific educational support needs (NESE). Students in advanced years and those with NESE experience present a more developed and critical view, especially regarding existing barriers within the university.
The study highlights a gap between the theoretical discourse on inclusion and its real application, and points to the need to improve institutional policies and initial teacher training to ensure a more equitable and inclusive education.
Read the full article here.
