Percepción sobre las estrategias docentes para atender a la diversidad en la educación primaria

The educational inclusion of students depends on a set of perceptions, beliefs, and feelings experienced by teachers regarding the methodological adaptations necessary to address the functional diversity present in the classroom. This study aims to understand teachers' perceptions with respect to the educational inclusion of students by analysing the strategies employed in the classroom to cater to student diversity. The sample consists of a total of 160 teachers from different specialties in Primary Education. The instruments used to conduct the study were the Teachers' Perceptions of Inclusive Pedagogy Questionnaire and the Teaching Adaptations Scale. The results obtained indicate that teachers hold a positive perception of student inclusion, and evidence suggests that they implement appropriate strategies to promote such inclusion within the mainstream classroom.