Inclusión educativa de adolescentes con discapacidad en el nivel de secundaria en instituciones educativas de América Latina: revisión sistemática.
Saved in:
| Title: | Inclusión educativa de adolescentes con discapacidad en el nivel de secundaria en instituciones educativas de América Latina: revisión sistemática. (Spanish). |
|---|---|
| Alternate Title: | Educational inclusion of adolescents with disabilities at the secondary level in educational institutions in Latin America: Systematic review. (English) Inclusão educacional de adolescentes com deficiência no nível médio em Instituições de Ensino na América Latina: revisão sistemática. (Portuguese) |
| Authors: | Dorado Martínez, Álvaro Darío, Benavides Benavides, John Lesber |
| Source: | Informes Psicológicos. ene-jun2023, Vol. 23 Issue 1, p12-28. 17p. |
| Subjects: | Inclusion (Disability rights), Intellectual disabilities, Educational attainment, Academic achievement, School integration, Scientific method |
| Abstract (English): | Objective: to carry out a systematic review on the educational inclusion of adolescents with disabilities at the secondary level in educational institutions in Latin America. Method: 33 scientific articles from the databases: Scopus, EBSCOhost, SciELO, Dialnet, REDIB and Redalyc were analyzed under the criteria of the PRISMA protocol. Results: three dimensions were identified: types of disability, resources that favor the implementation of educational inclusion, and barriers; both of these are described according to the pedagogical and psychological elements. Visual and hearing disabilities are mainly related to pedagogical studies, while intellectual disabilities are related to interaction and self-determination. Conclusion: there is clarity in the regulations and conceptions on educational inclusion and disability; however, the adjustments in the educational system are not completely in tune because infrastructure, political, pedagogical and cultural barriers persist that slow down the achievement of inclusive educational models. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | A partir de una revisión sistemática sobre la inclusión educativa de adolescentes con discapacidad en el nivel de secundaria en instituciones educativas de América Latina, se analizaron, bajo los criterios del protocolo PRISMA, treinta y tres artículos científicos provenientes de las bases de datos Scopus, EBSCOhost, SciELO, Dialnet, REDIB y Redalyc. Se identificaron tres dimensiones: a) tipos de discapacidad, b) recursos que favorecen la implementación de la inclusión educativa y b) las barreras. Así, tanto los recursos como las barreras son descritas en función de los elementos pedagógicos y psicológicos, en donde, la discapacidad visual y auditiva se relaciona con estudios de carácter pedagógico; mientras que la discapacidad intelectual con la interacción y la autodeterminación. Se concluye que existe claridad en las normativas y concepciones sobre la inclusión educativa y discapacidad; pero los ajustes al sistema educativo no están en completa sintonía porque persisten barreras políticas, pedagógicas, culturales y de infraestructura, que hacen lenta la construcción de modelos educativos incluyentes. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Objetivo: realizar uma revisão sistemática sobre a inclusão educacional de adolescentes com deficiência no nível secundário em instituições educacionais na América Latina. Método: 33 artigos científicos das bases de dados: Scopus, EBSCOhost, SciELO, Dialnet, REDIB e Redalyc foram analisados segundo os critérios do protocolo PRISMA. Resultados: foram identificadas três dimensões: tipos de deficiência, recursos que favorecem a implementação da inclusão educacional e barreiras, ambas descritas de acordo com os elementos pedagógicos e psicológicos. As deficiências visuais e auditivas estão relacionadas principalmente aos estudos pedagógicos, enquanto as deficiências intelectuais estão relacionadas à interação e autodeterminação. Conclusão: há clareza nas normativas e concepções sobre inclusão educacional e deficiência, porém, os ajustes no sistema educacional não estão totalmente em sintonia porque persistem barreiras de infraestrutura, políticas, pedagógicas e culturais que retardam a concretização de modelos educacionais inclusivos. [ABSTRACT FROM AUTHOR] |
| Copyright of Informes Psicológicos is the property of Universidad Pontificia Bolivariana, Facultad de Psicologia and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| Abstract: | Objective: to carry out a systematic review on the educational inclusion of adolescents with disabilities at the secondary level in educational institutions in Latin America. Method: 33 scientific articles from the databases: Scopus, EBSCOhost, SciELO, Dialnet, REDIB and Redalyc were analyzed under the criteria of the PRISMA protocol. Results: three dimensions were identified: types of disability, resources that favor the implementation of educational inclusion, and barriers; both of these are described according to the pedagogical and psychological elements. Visual and hearing disabilities are mainly related to pedagogical studies, while intellectual disabilities are related to interaction and self-determination. Conclusion: there is clarity in the regulations and conceptions on educational inclusion and disability; however, the adjustments in the educational system are not completely in tune because infrastructure, political, pedagogical and cultural barriers persist that slow down the achievement of inclusive educational models. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 21453535 |
| DOI: | 10.18566/infpsic.v23n1a01 |
