A comparative study of the perception of families' and teachers' commitment to inclusive education

This study arises with the aim of analyzing whether there are differences between teachers and families in the inclusion perception of schools, their commitment to educational inclusion and if the self-reported variable "having information about disability" impacts on the commitment to inclusion. To do this, the Educational Center Perception Questionnaire, taken from the Index for inclusion (Booth et al., 2006) and the Perception and Commitment to Inclusion Questionnaire, adapted from Sosa's study (2019), have been applied. The sample was made up of 539 participants, of whom 169 were in service teachers from the region of Extremadura (Spain) and 370 family members (mothers or fathers) of pupils attending these schools. This is a descriptive-cross-sectional with ex post facto measures design. The results show that families who report having little information about disability perceive more inclusion in schools. Families and teachers agree on the high perception of barriers and score low in the variable "inclusive practices". However, there is a greater commitment to inclusion among families. Hence families are said to become a resource to support inclusion.