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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Glavni autori:	Gutiérrez, Mario Fernando, Martínez Fernández, Liliana
Format:	info:eu-repo/semantics/article
Jezik:	spa
Izdano:	REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2020
Teme:	Special education pupil integration educational needs right to education Educación especial integración escolar necesidades educativas derecho a la educación.
Online pristup:	https://redie.uabc.mx/index.php/redie/article/view/2260
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id	repositorioinstitucional-20.500.12930-6368
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spelling	repositorioinstitucional-20.500.12930-63682023-05-09T15:05:00Z 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. 2020-04-28 2021-06-03T03:09:33Z 2021-06-03T03:09:33Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://redie.uabc.mx/index.php/redie/article/view/2260 10.24320/redie.2020.22.e13.2260 https://hdl.handle.net/20.500.12930/6368 spa https://redie.uabc.mx/index.php/redie/article/view/2260/1994 https://redie.uabc.mx/index.php/redie/article/view/2260/1995 https://redie.uabc.mx/index.php/redie/article/view/2260/2026 Derechos de autor 2020 Revista Electrónica de Investigación Educativa https://creativecommons.org/licenses/by-nc/4.0 text/html application/pdf application/xml REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). Revista Electrónica de Investigación Educativa; Vol. 22 (2020); 1 - 13 Revista Electrónica de Investigación Educativa; Vol. 22 (2020); 1 - 13 1607-4041
institution	Repositorio Institucional
collection	DSpace
language	spa
topic	Special education pupil integration educational needs right to education Educación especial integración escolar necesidades educativas derecho a la educación.
spellingShingle	Special education pupil integration educational needs right to education Educación especial integración escolar necesidades educativas derecho a la educación. Gutiérrez, Mario Fernando Martínez Fernández, Liliana 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.
format	info:eu-repo/semantics/article
author	Gutiérrez, Mario Fernando Martínez Fernández, Liliana
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
publisher	REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate	2020
url	https://redie.uabc.mx/index.php/redie/article/view/2260
_version_	1792609332514258944

Teachers’ Social Representations Concerning the Inclusion of Students with Disabilities

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