This article presents the partial results of an investigation that identified the level of inclusion (LI), considering six dimensions, which included aspects such as organization, operation and educational practices developed in schools.
In order to collect the information, the Generalitat of Catalonia had the collaboration of inviting all the public schools in the Catalan territory. Finally, 615 responses were obtained (54.6% of the total population).
The data was obtained through an online questionnaire validated by experts and was analyzed using a quantitative methodology. The LI obtained through the questionnaire allowed us to classify schools according to the levels of consolidation of their inclusive practices in the dimensions analyzed. The results showed that community participation and lifelong learning were the two dimensions in which a greater number of barriers were found to achieve a more inclusive education in the participating schools.
The results allow us to obtain an overview of the implementation of inclusion in the Catalan educational system, which is very useful as a diagnosis and reference for future improvement proposals that reinforce the implementation of Decree 150/2017 that regulates the attention of students within the framework of an inclusive educational system in Catalonia.
Furthermore, the wide sample and the rigor in the procedures used, enable us to suggest a series of evidence-based practices, not only at the level of future policies of the Catalan educational system, but also in relation to international trends.