Meanings attributed to inclusive education by the educational community

The existing confusion around the meaning of inclusive education is one of the main barriers to the progress of this educational model. The general objective of this research is to analyze the meanings that different educational agents involved in the educational community of the Region of Murcia (Spain) attribute to the concept of inclusive education. This research is part of a comprehensive qualitative descriptive study. 74 people involved in the educational response to the learning needs of students from early childhood, primary and secondary education centers (management teams and teachers), members of the educational administration, associations and postgraduate students have participated. Qualitative techniques were used to collect information: discussion groups, semi-structured interviews and discussion board. A qualitative content analysis process was followed through the ATLAS.ti V.8 software. The study shows that the concept of inclusive education is known by the participants, however, they attribute different meanings and approaches to it. This determines that it is an unclear and discussed notion among members of the educational community, which generates educational practices of very different kinds and often non- inclusive.