title: [Functioning of integration in Secondary School according to the teachers' perception].
abstract: The main purpose of this article is to analyse integration in Compulsory Secondary School and the variables that teachers perceive as its indicators. More specifically, we wished to determine teachers' experience, their perceptions of integration students' achievement, participation, acceptance and involvement, and their appraisal of various measures in order to improve integration. Various preferred means of schooling and teachers' perception of the functioning of integration are analysed with a Likert-scaled questionnaire made up of 114 items. The sample comprised 242 secondary education teachers. The results show that the most poorly integrated group of students had behavioural problems and that a significant percentage of the teachers would prefer not to have these students in their classrooms. According to the teachers, integration does not work effectively with some groups of students, mainly due to the lack of resources and adequate strategies.
authors.affiliation: Universidad de Oviedo, Oviedo, Spain.
authors.forename: Eva
authors.initials: E
authors.lastname: Alvarez Martino
authors.forename: Marina
authors.initials: M
authors.lastname: Alvarez Hernández
authors.forename: Pilar
authors.initials: P
authors.lastname: Castro Pañeda
authors.forename: María A
authors.initials: MA
authors.lastname: Campo Mon
authors.forename: Eva
authors.initials: E
authors.lastname: Fueyo Gutiérrez
mesh_terms: D000328:Adult; D005178:Faculty; D006801:Humans; D008875:Middle Aged; D012424:Rural Population; D013334:Students; D011795:Surveys and Questionnaires; D014505:Urban Population