Measuring attitudes towards inclusion among university students pursuing education degrees: descriptive study

• Autores: Diego Navarro Mateu, Jacqueline Franco Ochoa, Vicente Javier Prado Gascó
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 32, Nº 1, 2020 (Ejemplar dedicado a: PANORAMA DE LA INVESTIGACIÓN Y PRÁCTICAS UNIVERSITARIAS EN EL ÁMBITO DE LAS NECESIDADES ESPECIALES)), págs. 43-64
• Idioma: inglés
• DOI: 10.1080/11356405.2019.1705562
• Títulos paralelos:
  • dición de actitudes de estudiantes universitarios de magisterio hacia la inclusión: estudio descriptivo
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• Dialnet Métricas: 8 Citas
• Resumen
  • español

    La formación de actitudes inclusivas en los estudiantes universitarios es fundamental por la responsabilidad directa que tienen en el aula. El presente estudio descriptivo pretende estudiar los niveles de actitudes inclusivas de futuros docentes hacia alumnos con NEE o discapacidad, así como su relación con variables sociodemográficas. La población objeto de estudio estuvo compuesta por 323 estudiantes universitarios de magisterio (localizados en Valencia, España) que finalizaban los grados de: educación infantil, educación primaria, otros cursos o posgrado y el doble grado en educación infantil y primaria. Para la obtención de datos se aplicó la escala SACIE-R: Sentimientos, Actitudes y Preocupaciones hacia la Educación Inclusiva (adaptada al contexto español). Para el análisis de los datos se utilizó el programa SPSS (versión 22). Los resultados sugieren que los estudiantes de magisterio presentan niveles medio altos en las actitudes inclusivas. Así mismo, las mujeres obtuvieron un mayor nivel de actitudes inclusivas respecto de los hombres y el contacto con personas compañeros, familiares o amigos implicó un nivel superior en el factor actitudes.

  • English

    The formation of inclusive attitudes in university students is essential because of the direct responsibility they have in the classroom. This descriptive study seeks to examine the levels of inclusive attitudes among future teachers towards students with special educational needs (SEN) or disabilities, as well as the relationship between these attitudes and sociodemographic variables. The population studied was comprised of 323 university students pursuing education degrees (located in Valencia, Spain) who were completing their degrees in early childhood education, primary education, other courses or post-graduate programmes and the dual degree in early childhood and primary education. To collect the data, the SACIE-R (Sentiments, Attitudes, and Concerns about Inclusive Education) scale was used (adapted to the Spanish context). The SPSS program (version 22) was used to analyse the data. The results suggest that education students show medium to high levels of inclusive attitudes. Likewise, females showed a higher level of inclusive attitudes than males, and contact with people such as classmates, family members or friends implied a higher level in the attitudes factor.

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