Students With Special Educational Needs In The Classroom, What Could Future Teachers Expect?

In the current Spanish education system, the integration and inclusion of special needs students is a subject that generates conflicting opinions. This project is an empirical study that aims to analyze the concerns and attitudes of future teachers regarding the inclusion of students who exhibit some sort of disability in the classroom. Researching in this topic is necessary in order to make visible the right of equal education of people with functional diversity, and to detect training needs in future teacher. For this purpose, a survey was presented to 205 students of the undergraduate program in Primary Education of the University of Seville, using a Likert scale that showed good reliability and consistency rates. The results obtained indicated that this scale is reliable and valid. It was also verified if some personal characteristics of the university students influenced their perception. It was observed that the presence of students with special educational needs in the classrooms generates little concern in these university students regardless of gender, course in which they are, and the personal relationships they have had with people with functional diversity.