Acceso usuarios
Jessica Garabal-Barbeira, Pablo Espinosa, Thais Pousada
La diversidad de calificativos utilizados para referirse a personas con discapacidad constituyen uno de los problemas más acusados para la inclusión educativa. Utilizando una muestra de 283 estudiantes universitarios, se ha realizado un estudio correlacional en el que se han recogido actitudes, contacto con la discapacidad, nivel de desconexión moral y se han evaluado términos que se utilizan para referirse a personas con discapacidad. Los resultados indican que las variables predicen la percepción de los términos ambiguos. Además existe una compleja interacción entre variables, que actúan como mediadores para predecir la percepción de los términos asociados a la discapacidad.
The range of diagnostic categories and names used for people with disabilities is one of the most serious problems in Educational Inclusion. We carried outa correlational study with a sample of 283 university students where participants responded to their attitudes, their experience with disabilities and their level of moral disengagement. In addition, they had to evaluate, based on their degree of negativity, a series of terms, used to refer to people with disabilities, subsequently grouped in three categories: offensive, ambiguous and non-offensive. The results show that the variables analyzed in the study predict the perception of ambiguous terms. Additionally, there is a complex interaction between these variables and some act as mediators of others to predict the perception of terms associated with disability.
