ABSTRACT Inclusive education is a new pedagogical vision of the education system that fosters social cohesion and equality. There are numerous political initiatives to implement inclusive education in different educational stages, including university. However, the scope of these initiatives and the influence of the change agents, university faculty, are still not known. The objective of this study was to determine faculty’s perception of inclusive education at university. It also aimed to analyse which socio-labour variables were significantly related to the vision of inclusive education in university faculty. Three factors were determined: attitudes towards inclusive education, inclusive didactics and educational management for inclusion, as well as the total inclusive education scale. A total of 1,252 university academic personnel from 49 universities in Spain participated in this survey-based study. The results showed that a different level of inclusive education in the university faculty significantly correlated with socio-labour variables such as gender, age, previous experience with minorities, training, experience in research on diversity, size of the university and the field of knowledge in which they teach. The conclusions of this study include recommendations of continuous training in inclusive education in higher education, with the consequent implications on institutional policy.

中文翻译：

---

西班牙大学的大学学术人员对全纳教育的愿景（西班牙文中的职业教育）

摘要包容性教育是对教育体系的一种新的教学观，可促进社会凝聚力和平等。在包括大学在内的不同教育阶段，有许多政治举措来实施全纳教育。但是，这些举措的范围以及变革推动者，大学教职员工的影响仍然未知。这项研究的目的是确定教师对大学全纳教育的看法。它还旨在分析哪些社会劳动变量与大学教师的全纳教育愿景显着相关。确定了三个因素：对全纳教育的态度，全纳教学法和包容性教育管理以及全纳教育规模。共1个 来自西班牙49所大学的252名大学学术人员参加了这项基于调查的研究。结果表明，大学教师的全纳教育水平与性别，年龄，以前的少数民族经历，培训，多样性研究经验，大学规模和知识领域等社会劳动变量显着相关。他们教。这项研究的结论包括对高等教育中的全纳教育进行持续培训的建议，从而对机构政策产生影响。以前有少数群体的经验，培训，关于多样性的研究经验，大学的规模以及他们所教的知识领域。这项研究的结论包括对高等教育中的全纳教育进行持续培训的建议，从而对机构政策产生影响。以前有少数群体的经验，培训，关于多样性的研究经验，大学的规模以及他们所教的知识领域。这项研究的结论包括对高等教育中的全纳教育进行持续培训的建议，从而对机构政策产生影响。