Promoting an inclusive education that guarantees equity, quality and success for all is an objective on a global level. This has been highlighted by organizations such as UNESCO (2017), which has pointed out the importance of education in transforming the lives of people and building an inclusive society and a better world for all. Hence, the need to guarantee from early infancy and for the rest of the life of every person, an inclusive education that promotes learning opportunities for all, including those who have serious and permanent special educational needs. Inclusion becomes a challenge to be pursued, as authors such as Ainscow, Dyson and Weiner (2016), the European Agency for Special Educational Needs and Inclusive Education (2014), and Slee (2018) have shown.
To achieve this goal and develop day to day inclusive practices in schools, we need teachers and professionals trained with the necessary skills to meet these challenges. In this way, the training of new and established teaching staff becomes the key element in the promotion of an equitable quality education for all, as has once again been pointed out by the European Agency for Special Educational Needs and Inclusive Education (2011). This training must embrace new models from collaborative action frameworks and be linked to the processes of change and the on-going improvement of educational centres, considering educational inclusion as a continuous process of action (Ainscow and Dyson, 2002, Krischesky and Murillo, 2018), where the development of collaborative networks can be promoted (Arnaiz, De Haro, and Azorín, 2018).
Explicitly, this work places its focus on teacher training as a means of promoting inclusive education. This reflection is carried out within the research group Inclusive education: school for all of the University of Murcia (Spain), and through the research project Specific measures of attention to diversity: evaluation of specialized open classrooms in the Region of Murcia (Spain) subsidized by the Ministry of Economy, Industry and Competition (EDU2016-78102-R).
The specialized open classrooms arose in order to guarantee the right of students with serious and permanent special educational needs to receive an equitable quality education in a normalized environment. In this way, the classrooms in special education centres are replaced by specialized classrooms in mainstream centres, where the students enrolled in these units are always assigned a mainstream classroom to share space, time and learning with all students in order to promote inclusion.
The objective of the study is to analyse and evaluate the organisation, operation and educational responses offered in these classrooms by the educational community (teachers, families, students, management teams, etc.). Specifically, in this paper, we intend to shed light on the assessment carried out by different educational agents (open classroom tutors, reference classroom tutors, teaching team and management teams) in relation to the initial training received in order to meet the educational needs of these students and the promotion of an inclusive education as well as evaluate the incentives offered by the centres in promoting training processes. The research questions are:
Does the initial training of teachers provide adequate educational responses for students with serious and permanent special educational needs?
Do schools support ongoing training in relation to the serious and permanent special educational needs of students?