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: | , |
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| Formáid: | info:eu-repo/semantics/article |
| Teanga: | spa |
| Foilsithe: |
REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
2020
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| Ábhair: | |
| Rochtain Ar Líne: | https://redie.uabc.mx/index.php/redie/article/view/2260 |
| Clibeanna: |
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| Achoimre: | 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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