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Introduction: Teachers have a key role in their students’ educational inclusion processes. Numerous variables influence their professional work and determine how they approach teaching. Methods: In this study, 574 teachers teaching non-university educational stages in the Autonomous Community of Castilla-La Mancha were queried about their knowledge and perceptions regarding students with rare diseases, examining the extent to which there were personal variables that could have an impact on that. Results: The results indicate the need to expand training to increase levels of knowledge in the educational arena about rare diseases, especially about how they are conceptually described and their categorization and prevalence. All of the teaching variables evaluated were statistically significant, with p < 0.001 in most of the elements evaluated according to each of the following variables: sex, age, job position, teaching experience, and higher qualifications. This shows that there are teaching variables that influence the inclusion of students with rare diseases. Being aware of them should be a priority in order to increase teacher empowerment for the delivery of inclusive educational processes. Discussion: All students exhibit distinctive characteristics and teachers play an essential role in offering them quality individualized education. The full inclusion of all students is something educational systems have yet to achieve, and this study aimed to contribute to that goal, in this case for schoolchildren with rare diseases. [ABSTRACT FROM AUTHOR]

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Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The inclusive school of quality involves the introduction of a clear commitment and greater complexity within social systems, in general, and especially within education. The response to gifted students constitutes an opportunity for enrichment of such systems. The current research is located in a methodological perspective chained to the quantitative to the qualitative, within the sociocritic paradigm. The main objective is that of identifying those communicative factors that influence in the negative performance of gifted students. The study population is constituted by the teachers, the students and the families from an Infant and Primary Education Centre with a medium sociocultural and economic status, located in Castilla-La Mancha (Spain). The main emanated conclusions from the study indicate that the lack of motivation, attitude, effort and self-esteem from students, come together with a lack of participation of their families in the school, as well as an inadequate usage of strategies in the communication of the teachers and their children. Not found significant differences by gender. Our educational intervention would undergo a multidirectional, open, active, creative and flexible communicative methodology that leads families to get involved within the center, building a culture that recognizes, takes into account and positively values human difference. [ABSTRACT FROM AUTHOR]