Percepción del profesorado sobre prácticas docentes inclusivas en alumnado con discapacidades graves y permanentes

• María-Jesús Colmenero ^[1] ; María-Carmen Pegalajar ^[1] ; Antonio Pantoja ^[1]
  1. [1] Universidad de Jaén

     Universidad de Jaén

     Jaén, España

     
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 31, Nº 3, 2019, págs. 557-575
• Idioma: español
• DOI: 10.1080/11356405.2019.1630952
• Títulos paralelos:
  • Teachers’ perception of inclusive teaching practices for students with severe permanent disabilities
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 4 Citas
• Resumen
  • español

    Uno de los factores que más influyen en las actitudes hacia la inclusión, es el papel y el rol del docente. En este trabajo se analiza la percepción del docente que desarrolla su actividad profesional en centros específicos de educación especial, acerca del desarrollo de prácticas inclusivas en alumnado con discapacidades graves y permanentes. La investigación fue realizada en la comunidad autónoma de Andalucía (España) a través de la encuesta como principal método de recogida de datos. Para ello, se diseñó y validó una escala específica, la cual fue contestada por 428 docentes que desarrollaban su labor en alguno de los 59 centros de educación especial existentes en la comunidad. Los datos analizados arrojan las percepciones positivas del profesorado frente al desarrollo de prácticas docentes inclusivas, destacando, además, la existencia de relaciones significativas entre variables relacionadas con el tipo de centro educativo, así como el género, edad y experiencia docente.

  • English

    This study examines the perceptions of teachers in special education schools regarding the use of inclusive practices for students with severe permanent disabilities. The research was performed in Andalusia (Spain), using surveys as the main data collection method. To this end, a specific scale was designed and validated, and surveys were filled out by 428 teachers who worked in one of the 59 special education schools in the region. The data analysis shows that the teachers had positive perceptions of the use of inclusive teaching practices; there were significant relationships between variables related to the type of school, as well as gender, age and teaching experience.

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