Bibliographic Details
| Title: |
Representaciones sociales de docentes sobre la inclusión del estudiantado con discapacidad. |
| Alternate Title: |
Teachers' Social Representations Concerning the Inclusion of Students with Disabilities. |
| Authors: |
Gutiérrez, Mario Fernando1, Martínez Fernández, Liliana2 |
| Source: |
Revista Electrónica de Investigación Educativa. 2020, Vol. 22, p1-14. 14p. |
| Subject Terms: |
*Students with disabilities, *Special education, *Public school teachers, *Right to education, Collective representation |
| Abstract (English): |
This article seeks to identify the social representations held by public school teachers in Bogotá and Cali (Colombia) regarding the inclusion of disabled children in the classroom. The research followed an inductive approach based on grounded theory; to this effect, the content and internal structure of social representations were identified (a descriptive and relational analysis). The study involved 25 teachers from two public schools in Bogotá and Cali. The results show that, as far as inclusion is concerned, teachers believe they play a coordinating role between public policy and pedagogical implementation in the classroom, despite not always having appropriate training. For teachers, the emotional dimension of inclusion is demanding, and - for the most part - this is viewed negatively. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
El artículo busca identificar las representaciones sociales que poseen los docentes de instituciones educativas públicas de Bogotá y Cali (Colombia) sobre la inclusión de niños con discapacidad en las aulas. La investigación contempló el uso de análisis inductivos propios de la teoría fundamentada, para ello se identificaron los contenidos y la estructura interna de las representaciones sociales (análisis descriptivo y relacional). En el estudio participaron 25 docentes de dos escuelas públicas de Bogotá y Cali. Los resultados evidencian que los docentes consideran que, en la inclusión escolar, ellos juegan un rol articulador entre las políticas públicas y la implementación pedagógica en el aula, aunque no siempre con la preparación adecuada. Para los docentes el aspecto emocional de la experiencia inclusiva es demandante y lo valoran - mayoritariamente- como negativo. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
