Educational inclusion in schools: teachers’ perceptions and associated organisational factors

The aim of this study was to analyse the relationship between the type of educational centre (educational stage, ownership and urban/rural environment) and various organisational and coordination characteristics of teachers with perceptions of the implementation of inclusive practices. The sample comprised 192 early childhood, primary and secondary schools. A teacher responsible for each class group (tutor) acted as the key informant in each school. Teachers completed The Inclusion Inventory (Becker, Roberts, and Dumas Citation2000; α = .78). Descriptive analyses were conducted, followed by t-tests and ANOVA with Bonferroni adjustment. No differences were found by school ownership or urban/rural setting. Differences emerged by educational stage. Early childhood and primary schools reported more favourable perceptions than secondary schools for planning, implementation and classroom practice. More positive perceptions were also associated with stable collaborative conditions, including shared daily planning and instruction between class teachers and specialists, formal inclusion teams (particularly multidisciplinary teams), regular meetings, and greater specialist presence in the mainstream classroom. The findings highlight the need to strengthen coordination structures and integrated supports, with a clear priority in secondary education.