Inclusive teaching practices in digital tools: preferred dimensions

Abstract

For teachers, Information and Communication Technologies (ICT) are an optimal tool for inclusiveness (Chávez & Rodríguez, 2020). The aim of this study is to classify a sample of university teaching students into groups according to their similarity. To perform this classification, we start from the 5 factors extracted from the Questionnaire model on teachers’ perceptions of ICT in the development of inclusive practices. The sample is made up of 303 students in degree programs in Primary Education and Early Childhood Education at a Spanish public university. The methodology used is of a quantitative nature, with a descriptive, correlational and quasi-experimental design. The results confirm the goodness of fit of the model. Additionally, the data show that the students can be classified via an explanatory solution into three groups or clusters while meeting the conditions of similarity, similar group size and intergroup significance. In conclusion, the questionnaire can be considered a useful tool as an explanatory or predictive variable of the use of ICT as an inclusive resource for students with Special Educational Needs (SEN).