518 Chapter 20 Social Inclusion and Intercultural Values in a School of Education Olga M Alegre de la Rosa University of La Laguna, Spain Luis M Villar Angulo University of Seville, Spain ABSTRACT The aim of the study was to analyze the contextual and personal factors associated with student teachers’ inclusive and intercultural values to minimize barriers to learning and participation It also examined the role higher education played as a facilitator of social inclusion Method The sample was comprised of 1234 university students Researchers applied the Guide Index for Inclusion (Booth & Ainscow, 2000) composed of three dimensions: Culture, Politics and Inclusive Practices Positive elements emphasized the gender variable with highly significant scores on all dimensions Besides, younger students with no cooperation between teachers and families didn’t collaborate between teachers and family to promote inclusive attitudes Moreover, it was noted that experience increases to more predisposition to the inclusion and recognition of barriers to learning and participation As a conclusion, it was recognized that the principles of social inclusion may be influenced by variables such as gender, age, cultural experience and experience with people INTRODUCTION Diversity is an inherent quality in human beings; consequently, each person thinks, feels and acts in a specific way in their lives That mentioned diversity is expressed naturally in educational groups according to students’ capacities, needs, interests, maturing rate and socio-cultural situations, among others Education authorities must equalise students’ opportunities regardless of their personal or social situation in order to allow them to achieve a complete development of their potentials which will let them be thoroughly part of the society According to Pérez and Sarrate (2013), the university is an institution highly valued by students because it facilitates cultural, social and labour promotion, and since it impulses inclusive education From this point of view, the university must help in training those pre-service DOI: 10.4018/978-1-5225-0672-0.ch020 Copyright © 2017, IGI Global Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited  Social Inclusion and Intercultural Values in a School of Education university teachers which make them able to prevent and give answers to students’ needs This approach is related to teacher professionalism, motivation and continuous training, whereas working to promote inclusion in education is arranged as a way to answer to school diversity How teachers approach their educational work towards their students responds to the concept barriers for the inclusion was first developed by Booth and Aisncow (2000) This concept emphasises a contextual or social perspective on learning difficulties or disability, placing them between students and their context interaction: social and economic situations, educational policy and culture among schools The shortage of teachers who are qualified in inclusiveness complicates the quality of the education students receive, regardless of its type: religious or linguistic diversity, lack of culture or related to gender, different abilities, or use of various cognitive types (Alegre, 2006) The limited attention to student attitudes and especially to student diversity is part of the problem of an inclusive and intercultural education (Lalueza & Crespo, 2012) In this sense, the authors’ aim was to know the attitudes towards inclusiveness and interculturality of students of the Degrees in Preschool Education, Primary Education and Pedagogy at the School of Education of La Laguna, since they were going to be teachers and/or career advisers, and they could improve inclusive culture and integrative practice at school (Booth & Ainscow, 2000) Likewise, the fact of having carried out the study about future professionals in education allows authors to investigate the role of personal attitudes in the teacher training process, and to see if these attitudes will be modified during his or her university progress, affecting their school students (Antoniou & Kyriakides, 2013) The study has taking place with primary and secondary school children (Darretxe, Goikoetxea, & Fernández, 2013; Furuta & Alwis, 2013; Roselló, 2010) and with university student teachers (Chireshe, 2011; Lambe, 2007; Sánchez, 2011) This work has been held on the Canary Islands, in particular on Tenerife, because it is a very important area placed between three different continents (Wedell, 2005, 2008), maximising changes in order to make inclusive attitudes more effective (Avramidis & Norwich, 2002) BACKGROUND RESEARCH Future teachers’ attitude in any part of the world is seen as an essential concept for a better educational practice and policy, which progress to inclusiveness and respect towards the existing diversity (Delgado, 2003; Rajovic & Jovanovic, 2013) To manage this success will depend on the positive attitudes professionals in education have related to inclusiveness of any special educational needs (Doménech, Esbrí, González, & Miret, 2003) In order to find a solution to these problems, it is necessary to change not only teacher training programs (Costello & Boyle, 2013), but also to analyse factors that might impact upon teacher approval of the inclusive principle and use of different and appropriate methodologies to make everyone feel included (Avramidis & Norwich, 2002) The above-mentioned needs are not new, as inclusiveness has been consolidated in the philosophical basis used by Warnock’s inform (1978), in the role of incorporating families in the education of children (Esquivel, 1995), and in current approaches of the Index for Inclusion (Booth & Ainscow, 2000), as positive mindsets to take Through these approaches and thanks to the combination of tools and resources used in the process of inclusiveness development at school, the interest is focused on how professionals in education mature and develop their own attitudes towards students, in order to help those students to build significant 519  Social Inclusion and Intercultural Values in a School of Education meanings, which let everyone’s integration In this way, inclusiveness becomes a valuable device system to make appropriate school programs and practices to cover students’ educational needs with their schoolwork, communication or behavior (De Boer, Pijl, Minnaert, & Post, 2014; Sentenac, Ehlinger, Michelsen, Marcelli, Dickinson, & Arnaud, 2013) According to Idol’s idea (2006), this does not mean students with higher educational needs should receive an academic curriculum which is different to the rest of students, as for inclusiveness only happens when students with learning difficulties or disabilities receive the complete academic curriculum from the general education programme The author emphasized that inclusive attitudes are reinforced by beliefs in a highly attractive whole group Current contributions related to inclusive education (Alegre & Villar, 2010; Poon-McBrayer & Wong, 2013; Unianu, 2011; Verdugo, 2009; Vlachou, Didaskalou, & Voudorri, 2009; Wehmeyer, 2009) have shown that inclusiveness demand an analysis of change processes and a follow-up of educational cognitive, physical, emotional and cultural practices, and most important of all suggestions for home-to-school connections and real life classroom settings improvement Symeonidou and Phtiaka (2009) have carried out an analysis of inclusive and intercultural education through training courses for teachers related to the change of attitudes via educational practice In this sense, the aim of inclusive education was to enlarge values that lead to the improvement and development of a secure, educational, integrated and conciliatory community Those inclusive values must be common among teachers, students and families as a model to enrich the school setting It is also necessary to know about how student teachers assume school children inclusiveness and integration, being essential to deal with those two concepts from a wider perspective, which takes into account a culture of school transformation to look after diversity and current student educational needs, such as reading, writing, number work or understanding information expressing themselves or understanding what others are saying This culture, in support of engaging students who seem unreachable, and for diversity of learning activities must develop cooperative, plural and respectful attitudes and behaviours, regardless of student origin or their physical, psychological or social condition (Alegre, 2012) Examining future teacher attitudes helps in knowing the process of inclusive-attitude constructions in students, facilitating that production of meanings that let everyone’s integration These concepts on developing intrinsic motivation where analysed by Alegre and Villar (2010) Their work was focusing on how skilled teachers think and concluded that teachers’ positive attitudes were key points for developing a right climate for inclusive and intercultural education According to Essomba (2008), the search of an inter and multicultural awareness are outlined among ten challenge questions and also ten key ideas presented to teachers concerning people immigration, civil rights, social reality, linguistic projects, intercultural curriculum, identity construction, religious practices, cooperation, school community, and racism TENTATIVE HYPOTHESIS Tentative hypothesis of this study was designed to increase the knowledge on how demographic variables such as gender, age, contact with different people and intercultural factors affect the acceptance of principles of social inclusiveness by university student teachers 520  Social Inclusion and Intercultural Values in a School of Education MAIN FOCUS OF THE CHAPTER Sample Issue The sample was composed of 1234 individuals of the 1st and the 3rd year of Degree in Pre-school Education (PSED), Degree in Primary Education (PE) and Degree in Pedagogy (P) from the School of Education at the University of La Laguna Variables like gender, age, credentials, year of studies and experience in special and intercultural education were taken into account The students selected for the sample were at their 1st year – because those have been students for a shorter period of time – and 3rd year of university studies – because it was the last set up year on progress The sample was tried to be intentionally similar among the different degrees Women percentage (n= 927, 75.1%) was higher than men percentage (n=307, 24.9%) Regarding degrees, the highest weight was for PE (37.8%), followed by PSED (35%) and P (27.1%) Ages varied between 18-22 years (n= 790, 64%), 23-27 years (n= 329, 26.7%), 28-32 years (n= 64, 5.2%), 33-40 years (n= 44, 3.6%), 41 years or more (n= 7, 0.6%) 55.2% of students was on the first stage and 44.8% was on the second stage On the one hand, the obtained information indicated that most part of students did not have experience – or have a short period of experience, between 0-3 years (n= 1177, 95.4%) – in the intercultural field On the other hand, there was a low percentage of students with experience, between 4-8- years (n= 56, 4.5%) Related to experience and/or contact with disable people, 97.3% (n= 1201) answered they had had experience for about 0-3 years, while 2.7% (n= 33) had had it for about 4-8 years Debate: Instrument Selection The instrument used for this work was a questionnaire adapted from the guide Index for Inclusion (Booth & Ainscow, 2000), called Questionnaire about Attitudes towards Inclusion and Interculturality (QAII), validated adaptation in previous studies by Alegre and Villar (2012) and initially suggested as a programme by Booth and Ainscow (2000) Controversies: Validity of Measures The questionnaire QAII measured attitudes in students and their conceptualization of inclusiveness and interculturality, thanks to 45 items, classified in the three dimensions of Index for Inclusion (Booth & Ainscow, 2000) and designed in a Likert scale of four alternatives (1= Not important; 2= Not very important; 3= Important; 4= Very important) The three dimensions of QAII are the following: • • • Creating Inclusive Culture: 13 items composed this dimension Its objective is to impulse values to improve and develop a secure community This dimension is divided into two sections: Building community and Establishing inclusive values Producing Inclusive Policies: 15 items constitute this dimension Its objective is a demand as a guaranteed success in measures and implication of teachers in order to secure student inclusiveness This dimension is distributed in two sections: Developing the school for all and Organising support for diversity Involving Inclusive Practices: 17 items comprise this dimension Its objective is to advance forward in collaboration, cooperation and implication of the educational community This dimension is split in two sections: Orchestrating learning and Mobilising resources 521  Social Inclusion and Intercultural Values in a School of Education Table Distribution of dimensions, sections and items Dimensions Sections Distribution of items Reliability TD 669 400 Inclusive culture Building community 1,2,3,4,5,6,7 Establishing inclusive values 8,9,10,11,12,13 .590 421 Inclusive policies Developing the school for all 14,15,16,17,18,19 .673 399 Organizing support for diversity 20,21,22,23,24,25,26,27,28 .665 489 Inclusive practices Orchestrating learning 29,30,31,32,33,34,35,36,37,38, 39,40 .811 389 Mobilizing resources 41,42,43,44,45 .757 471 The questionnaire was anonymous and voluntary It was given to the whole sample of individuals and it was completed during teaching classes’ timetable The QAII analysis was made through the statistics software package SPSS (v 19) A descriptive analysis was carried out through ANOVA and t of Student for each of the items used on the sample of individuals Cronbach’s alpha coefficient for reliability was obtained for QAII (.919), which guaranteed exploratory research of student attitudes Likewise, reliability coefficient of each section of the Index for Inclusion (see Table 1) was calculated and showed that Orchestrating learning was noticeably higher (α = 811), followed by Mobilising resources (α = 757) Demographic Problem Results: Descriptive and Inference Analysis of Questionnaire QAII Dimensions Related to students’ age, some differences were found among higher punctuations depending on the section used in QAII Establishing inclusive values obtained the highest punctuation on average among 41 years old or more (M= 3.74; TD= 406) and also among 33-44 years old (M= 3.64; TD= 348) On the contrary, the lowest punctuations were seen in Organising support for diversity among 18-22 years old (M= 3.32; TD= 456) and among 23-27 years old (M= 3.44; TD= 446) (see figure 1) The highest punctuation is in the section called Developing the school for all among people who are 33-40 years old (M=3.63; TD= 397), 41 years old or more (M= 3.59; TD= 251), 23-27 years old (M= 3.57; TD= 391), 28-32 years old (M= 3.47; TD= 476), and 18-22 years old (M= 3.54; TD= 391) Taking gender into account (Figure 2), the highest values in women were in Developing the school for all (M= 3.60; TD= 386) Likewise, there were similar values in men (M= 3.40; TD= 462) In general, punctuation in both, women and men, showed positive attitudes towards inclusiveness and interculturality, being the lowest values on average those from the section Organising support for diversity, not only for men (M= 3.41; TD= 477), but also for women (M= 3.24; TD= 441) Regarding intercultural experience, the sample with 4-6 years of experience had obtained a higher average on all sections, standing out results obtained in the necessity and importance of mobilising resources (M= 3.65; TD= 434) The lowest average punctuations were found in Organising support for diversity, among students in the sample with 0-3 years of experience (M= 3.30; TD= 456) Lastly, and related to experience and contact with disable people, the statistic sample obtained was 97.3% of students have had a limited experience, the most relevant average punctuations were found in Building community among people with 4-6 years of experience (M= 3.78; TD= 782) and in the 522  Social Inclusion and Intercultural Values in a School of Education Figure Average punctuation of the sample of individuals, according to Age Figure Average answers of the sample of students, according to Gender 523  Social Inclusion and Intercultural Values in a School of Education necessity and importance of Mobilising resources (M= 3.67; TD= 489) The lowest average punctuations were found in Organising support for diversity among students with 0-3 years of experience (M= 3.24; TD= 546) Problem Analysis of Student Perceptions for QAII Questionnaire T of Student tests (statistics software package SPSS, version 19) were carried out for each social demographic variable from the sample of students in each one of the QAII items (gender, intercultural experience and experience in disability) through the variance analysis (ANOVA) in age and following a statistic signification criterion 05 Significant differences were revealed in the variable gender, and it was even more noticeable in the dimension Inclusive Culture, specifically in the section Building community, t (471.426/1234)= -5.726, p< 000, and Establishing inclusive values, t (1232/1234)= -4.639, p< 000 The dimension Inclusive Policy showed significant differences related to gender in both sections, Developing the school for all, t (472.678/1234)= -7.212, and Organising support for diversity, t (490.824/1234)= -5.517 Lastly, the dimension Inclusive Practice also showed significant differences in both sections: Orchestrating learning, t (462.541/1234)= -6.739, and Mobilising resources, t (471.717/1234)= -5.710 After having taken Experience in disability into account, some differences were seen in the section Building community, t (1232/1234)= -2.215, p< 027, and related to Intercultural experience, there were only significant differences in the section Organising support for diversity, t (1232/1234)= -2.394, p< 017 (table 2) Last, and taking into account the effect of age (table 3), results showed that the higher the range is, the more differences in three of the six sections (Building community, Developing the school for all and Organising support for diversity) The age ranges with the biggest difference between each other were 18-22 and 23-27 years old SOLUTIONS AND RECOMMENDATIONS This study shows attitudes towards inclusiveness and interculturality among a sample of 1234 students of Degrees in Pre-School Education, Primary Education and Pedagogy at the University of La Laguna Once students were classified by their age, more attitudes towards inclusiveness and interculturality were showed in older individuals This is a relevant aspect because those students were at the last stages of their studies and/or their age let them have some experience in inclusiveness and interculturality Consequently, it facilitated their future professional labour in inclusive and intercultural curricular competencies (Arteaga & García, 2008) Differences in Organising support for diversity are significant, as younger students not think collaboration among teachers and/or families is necessary in order to strengthen inclusive attitudes Related to this, there are numerous authors (O’Rourkey & Houghton, 2008; Villar, 2004, 2008) who claim that type of collaboration is a decisive element to promote inclusive curricular competencies This situation implies the necessity of a deep analysis of competency development and achievement in the analysed Degrees with the purpose of obtaining a higher use and coordination As it has remarked, the importance of an inclusive education consists in involving all the children from a specific community, so they will learn together, regardless of their personal, cultural or social conditions, including those children with any disability (Reyes, 2010) Moreover, student academic 524  Social Inclusion and Intercultural Values in a School of Education Table Significant associations based on t of Student Measure Gender Effect (Items) Levene t p< M TD Building community 587 -3.336 001 V= 2.82 M= 3.05 923 879 067 -3.581 000 V= 3.00 M= 3.34 849 826 863 -3.027 003 V= 3.14 M= 3.45 816 714 000 -4.191 010 V= 3.58 M= 3.76 589 474 001 -5.144 000 V= 3.20 M= 3.71 738 625 000 -4.483 000 V= 3.34 M= 3.76 678 519 45 000 -5.194 000 V= 3.40 M= 3.70 722 577 42 016 -3.514 001 V= 3.29 M= 3.62 781 682 056 -2.215 027 4-8= 3.27 0-3= 2.98 849 929 032 -3.007 003 4-8= 3.73 0-3= 3.38 555 616 Establishing inclusive values Developing the school for all 17 Organising support for diversity 21 Orchestrating learning 35 Mobilise resources Experience in disability Building community Organising support for diversity 20 training in inclusive competencies has to stand up to the necessity of reinforcing this knowledge and experience of future teachers In relation to gender, women are more receptive than men when applying Inclusive culture, policy and practice, standing out a higher difference between men and women in items of the section Building community, which alludes to the importance of working as a team in an educational community in order to create an inclusive philosophy Some authors like Firestone (1996), Graham (1996) and Alegre (2006) emphasized that it was necessary to have a teaching commitment regardless of gender or attitude for a good school working Besides, the necessity of a better collaboration between teachers and families is the second more valued item by women Connected with this, authors like Gallavan (1998), Mateos, Torrejón, Parra, and Pérez (2008), and Kugelmass (2001) support the importance of communication among members who are part of the school community, especially between mothers and fathers This contributes to create 525  Social Inclusion and Intercultural Values in a School of Education Table Significant feature associations based on ANOVA by Age Measure Age Effect (Items) Levene gl F p< Post hoc Tukey M TD 631 7.118 000 18-22 with 23-27 23-27 with 33-40 18-22=2.90 23-27=3.20 33-40=2.70 936 874 991 087 3.864 004 18-22 with 23-27 18-22=3.41 23-27=3.60 709 671 20 283 3.698 049 18-22 with 23-27 18-22=3.40 23-27=3.56 619 587 25 634 4.491 001 18-22 with 23-27 18-22=3.25 23-27=3.48 691 662 27 578 4.666 001 18-22 with 23-27 18-22=3.21 23-27=3.47 843 782 Building community Developing the school for all 14 Organising support for diversity learning communities where the whole group is involved and it contributes to remove those barriers that damage learning and participation (Ainscow, 1999, 2002, 2004) Meanwhile, Aguado (2004) described in her work the importance of the family-community dimension in students’ and teachers’ attitudes, as the means to reach global quality in educational contexts and to develop the intercultural approach Like this, the author supported the active representation of an educational community on its whole as part of the usual innovation and school change environment Concerning intercultural experience among students, most differences were found in the section Building community Results showed that the more teaching experience, the better willingness towards the construction of a secure community Lambe and Bones (2006), and Cook, Cameron, and Tankersley (2007) pointed out that the more experience in diversity students had, the higher positive effects on social inclusion principles In relation to the effect of teaching children with disabilities, there were some significant differences in the importance and/or necessity related to collaboration between teachers and families, organising support for diversity and coordinating all ways of children support Results of the study revealed longer teaching experience in special education brought more importance to that practice action In this way, Minke, Oso, Deemer, and Griffin (1996) showed that special education teachers held the most positive views of inclusion, as regular teachers in the inclusive classrooms In these studies results highlighted that those teachers who were in contact with disabled children had more positive attitudes towards inclusiveness In addition, they also had a higher perception of self-efficacy, competency and satisfaction It was equally necessary to point out the higher percentage of survey respondents who not have teaching experience in working with disabled people Previous studies presented by López, Echeita, and Martin (2009) proved that it was necessary to reformulate teacher training strategies so that reflexion about future situations in the classroom related to disabilities would be strengthened, in particular, those situations which could reinforce this type of students segregation 526  Social Inclusion and Intercultural Values in a School of Education FUTURE RESEARCH DIRECTIONS In short, this study suggested teaching competencies, which make the whole university community be involved in values, related to support for diversity and to the importance of an education that favours inclusive and intercultural teaching-learning processes (UNESCO, 2011) Authors provided recommendations to develop inclusive practices for School of Education students They were committed for a program improvement tool at the University of La Laguna to assist university students in creating a safe, inclusive and caring school and classroom environment (Alegre & Villar, 2009) However, in order to build a more just, inclusive and intercultural school community it is necessary to include and develop an environment by: • • • • Introducing effective practices that encourage barrier removal, as long as those material or nonmaterial obstacles limit a secure and sustainable inclusive and intercultural education Implementing academic programs for university students to increase their knowledge and understanding of inclusive and intercultural competences Improving pre- and in-service teacher training, mentorship and team-building in order to share emotional attitudes, and inclusion and intercultural experiences, and Developing inclusive competencies about shared educational leadership based on cooperation and coordination among all members of the educational community CONCLUSION Index for Inclusion had made it possible to share a sensitive and appropriate point of view of inclusive culture, policies and practices Index for Inclusion dimensions and sections are suitable to be used in order to analyse and interpret the approval of social inclusion principles and values among students of Degrees in Education and Pedagogy at the University of La Laguna As a general conclusion, the initial hypotheses – which claimed that 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