Teachers’ Social Representations Concerning the Inclusion of Students with Disabilities

Teachers’ Social Representations Concerning the Inclusion of Students with Disabilities

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 structu...

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Autores principales: Gutiérrez, Mario Fernando, Martínez Fernández, Liliana
Formato: Online
Lenguaje:spa
Publicado: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2020
Acceso en línea:https://redie.uabc.mx/redie/article/view/2260
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spelling redie-article-22602024-05-08T20:43:40Z Teachers’ Social Representations Concerning the Inclusion of Students with Disabilities Representaciones sociales de docentes sobre la inclusión del estudiantado con discapacidad Gutiérrez, Mario Fernando Martínez Fernández, Liliana Special education pupil integration educational needs right to education Educación especial integración escolar necesidades educativas derecho a la educación. 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. 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. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2020-04-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf application/xml https://redie.uabc.mx/redie/article/view/2260 10.24320/redie.2020.22.e13.2260 Revista Electrónica de Investigación Educativa; Vol. 22 (2020); 1 - 13 Revista Electrónica de Investigación Educativa; Vol. 22 (2020); 1 - 13 1607-4041 spa https://redie.uabc.mx/redie/article/view/2260/1994 https://redie.uabc.mx/redie/article/view/2260/1995 https://redie.uabc.mx/redie/article/view/2260/2026 Derechos de autor 2020 Mario Fernando Gutiérrez, Liliana Martínez Fernández https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language spa
format Online
author Gutiérrez, Mario Fernando
Martínez Fernández, Liliana
spellingShingle Gutiérrez, Mario Fernando
Martínez Fernández, Liliana
Teachers’ Social Representations Concerning the Inclusion of Students with Disabilities
author_facet Gutiérrez, Mario Fernando
Martínez Fernández, Liliana
author_sort Gutiérrez, Mario Fernando
title Teachers’ Social Representations Concerning the Inclusion of Students with Disabilities
title_short Teachers’ Social Representations Concerning the Inclusion of Students with Disabilities
title_full Teachers’ Social Representations Concerning the Inclusion of Students with Disabilities
title_fullStr Teachers’ Social Representations Concerning the Inclusion of Students with Disabilities
title_full_unstemmed Teachers’ Social Representations Concerning the Inclusion of Students with Disabilities
title_sort teachers’ social representations concerning the inclusion of students with disabilities
description 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.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2020
url https://redie.uabc.mx/redie/article/view/2260
_version_ 1798984257696169984

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