Las necesidades educativas especiales en la formación inicial del profesorado de ciencias vistas a través de los planes de estudio: Estudio preliminar
Year: 2026
Type: article
Abstract: Inclusive education is one of the greatest challenges and commitments for current educational systems. This study aims to estimate the preparation of future science teachers to face this challenge when dealing with students with special educational needs (SEN) in the classroom. For this purpose, the teaching guides of the master's degree programs in teacher training at various universities were reviewed. Data were collected from universities offering science specialties. The aim was to identify the presence of subjects related to attention to diversity and, specifically, to students with SEN. Although most universities include subjects related to attention to diversity, few specifically mention such students. This could suggest a lack of specific preparation for teaching science to these students. Current training does not seem to provide future teachers with the skills to adapt their teaching methods to the needs of students with SEN. It is important to rethink the curricula of master's degrees in teacher training and include in them specific and adequate preparation in order to guarantee real inclusive education. Including specific contents and methodologies in the curricula would contribute to improve the competence of teachers in the attention to diversity, promoting a more equitable and accessible education for all students.
Source: Revista Española de Pedagogía
DOI: 10.9781/rep.2026.788
Institution: Universidad de Granada
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7214908283