Actitudes hacia la inclusión educativa de alumnos con discapacidad: variables relativas al profesorado y a la organización escolar en Educación Primaria

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Revista Electronica Interuniversitaria de Formacion del Profesorado Pub Date : 2021-01-21 DOI:10.6018/REIFOP.397841
Maria Sisto, M. C. Pérez-Fuentes, José Jesús Gázquez-Linares, María del Mar Molero-Jurado
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引用次数: 7

Abstract

The lack of collaboration between education professionals influences the development of negative attitudes, which become the barriers that mostly condition the process of educational inclusion. The objectives of this article are to analyze to the frequency and type of disability diagnosed in students included in twelve primary education centers, both public and private, and the relationship between inclusive attitudes and sociodemographic variables of 102 teachers (M=43.49; SD=10.6). An adaptation of the “Opinions Relative to Integration of Students with Disabilities” scale (Antonak and Larrive, 1995) was used, based on some Spanish translations (Garcia and Alonso, 1985; Mula et al., 2002; Sales, Moliner, and Sanchiz, 2001; Tarraga, Grau, and Peirat, 2013). The results highlight negative attitudes in teachers when the responsibility for the development, implementation and monitoring of curricular adaptations is not shared between different professionals. The importance of taking care of the active training of educational professionals, regardless of their specialties, in collaboratively providing appropriate educational measures for all students is raised.
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对残疾学生教育包容的态度:小学教育中教师和学校组织的相关变量
教育专业人员之间缺乏合作影响了消极态度的发展,消极态度成为教育包容性进程的主要障碍。本文的目的是分析12个公立和私立小学教育中心的学生被诊断为残疾的频率和类型,以及102名教师的包容性态度与社会人口学变量之间的关系(M=43.49;SD=10.6),基于一些西班牙语翻译(Garcia和Alonso,1985;Mula等人,2002年;Sales、Moliner和Sanchiz,2001年;Tarraga、Grau和Peirat,2013年)。研究结果突出表明,当不同专业人员没有共同承担课程调整的制定、实施和监督责任时,教师的态度是消极的。提出了积极培训教育专业人员的重要性,无论他们的专业如何,共同为所有学生提供适当的教育措施。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.30
自引率
12.50%
发文量
37
审稿时长
20 weeks
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