Development and validation of a questionnaire to evaluate teacher training for inclusion: the CEFI-R

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dc.contributor.authorFrancisca González-Gil
dc.contributor.authorElena Martín-Pastor
dc.contributor.authorBegoña Orgaz Baz
dc.contributor.authorRaquel Poy Castro
dc.coverage.spatialBolivia
dc.date.accessioned2026-03-22T14:17:21Z
dc.date.available2026-03-22T14:17:21Z
dc.date.issued2019
dc.descriptionCitaciones: 18
dc.description.abstractIn its conclusions on the social dimension of education and training, the Council of the European Union (2010) identified three essential challenges for all the educational systems of the 21st century: (1) social inclusion should, by means of education and training, ensure equal opportunities of access to quality education; (2) it should provide key competences to all students and especially to those who have to deal with educational disadvantages and special needs of support; (3) access to high quality educational opportunities and services should be ensured for all.
dc.identifier.doi10.17811/rifie.48.2.2019.229-238
dc.identifier.urihttps://doi.org/10.17811/rifie.48.2.2019.229-238
dc.identifier.urihttps://andeanlibrary.org/handle/123456789/45640
dc.language.isoen
dc.publisherUniversity of Oviedo
dc.relation.ispartofAula Abierta
dc.sourceUniversidad de León
dc.subjectInclusion (mineral)
dc.subjectPsychology
dc.subjectMedical education
dc.subjectApplied psychology
dc.titleDevelopment and validation of a questionnaire to evaluate teacher training for inclusion: the CEFI-R
dc.typearticle

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