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...

पूर्ण विवरण

में बचाया:
ग्रंथसूची विवरण
मुख्य लेखकों: Gutiérrez, Mario Fernando, Martínez Fernández, Liliana
स्वरूप: info:eu-repo/semantics/article
भाषा:spa
प्रकाशित: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2020
विषय:
Special education
pupil integration
educational needs
right to education
Educación especial
integración escolar
necesidades educativas
derecho a la educación.
ऑनलाइन पहुंच:https://redie.uabc.mx/index.php/redie/article/view/2260
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विवरण
सारांश: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.

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