Instrumentos de evaluación de actitudes docentes frente a la educación inclusiva: Una revisión sistemática

Abstract

Introduction: The evaluation of teachers’ attitudes
towards inclusive education is of great relevance, since
these attitudes influence the implementation of inclusive
practices in various spaces, both educational and
social. Objective: This article aims to present a balance
of the evaluation instruments of teachers’ attitudes
towards inclusive education. Methodology: A systematic
literature review is carried out. The observation window
is established between 2013 and 2023 with a cut-off date
in July 2023. Initially, 238 results were identified in the
SCOPUS database. By applying exclusion and inclusion
criteria, it was reduced to 36 publications. Results: The
main findings show that the Teachers’ Attitudes Towards
Inclusive Education Scale (TAIS) is the most used in
the evaluation processes of teachers’ attitudes towards
disability, with a tendency towards positive attitudes
consistent with the experience and training of teachers
related to inclusive education. Conclusions: There are
no conclusive results in the selection of instruments for
evaluating teachers’ attitudes towards inclusive education,
since both unidimensional and multidimensional scales
are used, which could vary depending on the cultures,
characteristics of the context to be intervened and the
profile of the actors.