<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0210-1696</journal-id>
<journal-title><![CDATA[Siglo Cero]]></journal-title>
<abbrev-journal-title><![CDATA[Siglo Cero]]></abbrev-journal-title>
<issn>0210-1696</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Salamanca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0210-16962025000200031</article-id>
<article-id pub-id-type="doi">10.14201/scero.32260</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[LA INCLUSIÓN EDUCATIVA EN LOS CENTROS DE EDUCACIÓN PRIMARIA: LA VOZ DEL PROFESORADO]]></article-title>
<article-title xml:lang="en"><![CDATA[Inclusive Education in Primary Schools: Teachers&#8217; Voice]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vidal Esteve]]></surname>
<given-names><![CDATA[M. Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat de València  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>56</volume>
<numero>2</numero>
<fpage>31</fpage>
<lpage>47</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S0210-16962025000200031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S0210-16962025000200031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S0210-16962025000200031&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La inclusión educativa es una preocupación central del sistema educativo, que busca garantizar una enseñanza de calidad que asegure la presencia, la participación y el aprendizaje de todo el alumnado, incluyendo aquel con Necesidades Específicas de Apoyo Educativo (NEAE). Este estudio propone dar voz a los docentes de Educación Primaria de la Comunitat Valenciana sobre la inclusión, identificando barreras y facilitadores en su práctica diaria. Mediante un enfoque cualitativo, se desarrolla un estudio de caso múltiple en cuatro centros de primaria sociogeográficamente diversos. Se realizaron entrevistas semiestructuradas a seis docentes y observaciones directas en sus aulas, permitiendo recoger y analizar sus percepciones y experiencias. Los datos se procesaron e interpretaron utilizando el software ATLAS.ti y matrices de doble entrada. Los resultados evidencian que, aunque los docentes realizan adaptaciones curriculares y mantienen cierta colaboración con los especialistas y las familias, persisten obstáculos como la falta de formación, sobrecarga laboral o escasez de recursos humanos y materiales. Esta investigación concluye que la inclusión efectiva requiere el compromiso colectivo de toda la comunidad educativa, basado en la formación inicial y continua y en una cultura de colaboración que permita transformar las aulas en espacios verdaderamente equitativos y justos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Educational inclusion is a central concern of the education system, which seeks to guarantee quality education that ensures the presence, participation and learning of all students, including those with Specific Educational Support Needs (SEN). This study aims to give Primary Education teachers in the Valencia Region a voice on inclusion, identifying barriers and facilitators in their daily practice. Using a qualitative approach, a multiple case study is carried out in four socio-geographically diverse primary schools. Semi-structured interviews were conducted with six teachers and direct observations in their classrooms, allowing their perceptions and experiences to be collected and analysed. Data were processed and interpreted using ATLAS.ti software and double-entry matrices. The results show that, although teachers make curricular adaptations and maintain some collaboration with specialists and families, obstacles such as lack of training, work overload or shortage of human and material resources persist. This research concludes that effective inclusion requires the collective commitment of the entire educational community, based on initial and ongoing training and a culture of collaboration that allows classrooms to be transformed into truly equitable and fair spaces.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Inclusión educativa]]></kwd>
<kwd lng="es"><![CDATA[percepciones docentes]]></kwd>
<kwd lng="es"><![CDATA[barreras]]></kwd>
<kwd lng="es"><![CDATA[facilitadores]]></kwd>
<kwd lng="es"><![CDATA[formación]]></kwd>
<kwd lng="en"><![CDATA[Inclusive education]]></kwd>
<kwd lng="en"><![CDATA[teacher perceptions]]></kwd>
<kwd lng="en"><![CDATA[barriers]]></kwd>
<kwd lng="en"><![CDATA[facilitators]]></kwd>
<kwd lng="en"><![CDATA[training]]></kwd>
</kwd-group>
</article-meta>
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