Diaz Santa María, YonatanMolina Saorín, Jesús2026-01-132026-01-132021-12-01Díaz Santa María, Y., & Molina Saorín, J. (2021). Primary school teachers’ perception of low functioning students: Validation of the EPREPADI-1 scale. Frontiers in Education, 6, Article 724804. https://doi.org/10.3389/feduc.2021.7248042504-284Xhttps://doi.org/10.3389/feduc.2021.724804https://hdl.handle.net/20.500.14468/31371The registered version of this article, first published in “Frontiers in Education, 6, Article 724804", is available online at the publisher's website: https://doi.org/10.3389/feduc.2021.724804La versión registrada de este artículo, publicado por primera vez en “Frontiers in Education, 6, Article 724804", está disponible en línea en el sitio web del editor: https://doi.org/10.3389/feduc.2021.724804This research contributes to the knowledge and understanding of some aspects of the professional practice of primary education teachers in the Region of Murcia (Spain), and its possible effect on the creation of situations of educational exclusion. For this purpose, an instrument called EPREPADI-1 (Scale of Perception of Primary Education Teachers on their Training and Professional Practice in relation to Pupils with Disabilities) has been developed. The design and structure of the instrument includes important aspects that seek to highlight teachers’ views and knowledge of educational legislation (international, national and regional), their views on nomenclatures (such as those of persons with disabilities and inclusive education), as well as their assessment of the use of language of denial in relation to pupils with lower functional performance. Furthermore, after the statistical tests carried out for the validation of the scale (Kendall’s W test and Cronbach’s Alpha), values were obtained that give the instrument excellent validity and reliability (both for the group of experts and also for the pilot group), which is why its use and application is recommended.eninfo:eu-repo/semantics/openAccess5801 Teoría y métodos educativosartículoperceptionfunctional performanceteacherslegislationeducation