Actitudes de los maestros ante la inclusión educativa en Colombia, Guatemala y España
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Date
Subject
Latin America
Education
Diversity
Culture
social transformation
educational policies
teachers
América Latina
educación
diversidad
cultura
transformación social
políticas educacionales
docentes
Education
Diversity
Culture
social transformation
educational policies
teachers
América Latina
educación
diversidad
cultura
transformación social
políticas educacionales
docentes
Language:
Journal Title
Journal ISSN
Volume Title
Publisher
Instituto Tecnológico de Santo Domingo (INTEC)
Los maestros son un elemento clave en el desarrollo de la educación inclusiva y sus actitudes, a su vez, repercuten de manera directa en las actitudes de sus propios alumnos. Por ello, es fundamental conocer la opinión del profesorado hacia la diversidad y la permanencia de diferentes alumnos en sus aulas. Para este estudio se contó con la colaboración de 132 maestros y 40 especialistas en educación de Guatemala, Colombia y España, a los que se les aplicó un cuestionario individual además de entrevistas abiertas. Profesores de tres países con diferente desarrollo social, cultural y educativo transmitieron sus impresiones sobre la inclusión de alumnos con discapacidad y la inclusión de alumnos de otras culturas. Entre otros, los resultados muestran como en las tres naciones no existen las condiciones adecuadas para conseguir una inclusión plena de los alumnos con necesidades educativas especiales en la escuela ordinaria. Por otro lado, se identifican barreras actitudinales y de discriminación hacia la población indígena y afrodescendiente en Guatemala y Colombia, respectivamente, que son transmitidas a los más pequeños desde su contexto educativo, familiar y social.
Teachers are a key element in the development of inclusive education and their attitudes have a direct impact on the attitudes of their own students. Therefore, it is essential to know the opinion of teachers towards in-class teaching and diversity. For this reason, 132 teachers and 40 educational specialists from Guatemala, Colombia and Spain participated in this research by answering individual questionnaires and conducting open interviews respectively. The participating teachers, coming from three countries with different social, cultural and educational backgrounds, shared their opinions about the inclusion of students with disabilities and the inclusion of students from other cultures. The results show how in the aforementioned three countries, the adequate conditions to achieve the full inclusion of students with special educational needs in mainstream schools are not yet present. Attitudinal barriers and discrimination towards the indigenous and Afro-descendant population in Guatemala and Colombia respectively, which are transmitted to the youngest from their educational, family and social context, are also identified.
Teachers are a key element in the development of inclusive education and their attitudes have a direct impact on the attitudes of their own students. Therefore, it is essential to know the opinion of teachers towards in-class teaching and diversity. For this reason, 132 teachers and 40 educational specialists from Guatemala, Colombia and Spain participated in this research by answering individual questionnaires and conducting open interviews respectively. The participating teachers, coming from three countries with different social, cultural and educational backgrounds, shared their opinions about the inclusion of students with disabilities and the inclusion of students from other cultures. The results show how in the aforementioned three countries, the adequate conditions to achieve the full inclusion of students with special educational needs in mainstream schools are not yet present. Attitudinal barriers and discrimination towards the indigenous and Afro-descendant population in Guatemala and Colombia respectively, which are transmitted to the youngest from their educational, family and social context, are also identified.
Description
Type
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Items evaluated by peers
Artículos evaluado por pares
info:eu-repo/semantics/publishedVersion
Items evaluated by peers
Artículos evaluado por pares
Source
Science and Education; Vol. 5 No. 1 (2021): Science and Education; 7-24
Ciencia y Educación; Vol. 5 Núm. 1 (2021): Ciencia y Educación; 7-24
2613-8808
2613-8794
10.22206/cyed.2021.v5i1
Ciencia y Educación; Vol. 5 Núm. 1 (2021): Ciencia y Educación; 7-24
2613-8808
2613-8794
10.22206/cyed.2021.v5i1