Inclusive education in Spain: how do skills, resources, and supports affect regular education teachers’ perceptions of inclusion?

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Teachers and differentiated instruction: exploring differentiation practices to address student diversity (2019, background): “A first possible explanation could be related to the high workload that teachers face worldwide (OECD, 2014), and therefore, lack the time to plan and prepare for DI, as well as design the appropriate differentiated materials and tasks (Chiner and Cardona, 2013).”
Teacher perceived difficulty in implementing differentiated instructional strategies in primary school (2017, background): “…to what previous research has identified as the main barriers in adapting instruction (e.g. Tomlinson, Moon, and Callahan 1998; Glazzard 2011; Chiner and Cardona 2013): absence of material resources to meet student needs, insufficient time to teach all students and, above all, lack of…”
Attitudes of Teachers Towards Inclusive Education in Finland (2018, background): “School principals have also been more positive than teachers (Boyle et al., 2013; Center & Ward, 1987), and primary school teachers have been more positive than secondary school teachers (Alvarez McHatton & McCray, 2007; Chiner & Cardona, 2013; Larrivee & Cook, 1979; Savage & Wienke, 1989).”