Publication: La perspectiva del profesorado sobre el contexto escolar en educación inclusiva
Authors
Escarbajal Frutos, Andrés ; Cárceles Lorente, Juan Carlos ; Izquierdo Rus, Tomás
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Publisher
Universidad de Oviedo
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DOI
https://doi.org/10.17811/rifie.52.1.2023.15-22
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info:eu-repo/semantics/article
Description
© 2023 Aula Abierta. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/. This document is the Published version of a Published Work that appeared in final form in Aula Abierta. To access the final edited and published work see https://doi.org/10.17811/rifie.52.1.2023.15-22
Abstract
El presente artículo plantea una investigación sobre la autoevaluación del profesorado acerca del contexto escolar para el fomento de la educación inclusiva en Educación Infantil y Educación Primaria. Mediante el enfoque epistemológico cuantitativo, de corte descriptivo no probabilístico, se trató de conocer si se dan valores inclusivos en el contexto escolar. Se utilizó el cuestionario de autoevaluación ACADI como instrumento de recogida de información, concretamente 36 ítems de los 101 del ámbito A (contexto escolar). Para
el análisis de datos se utilizó la versión 26 del programa estadístico SPSS. La muestra estuvo formada por 59 docentes de centros de atención educativa preferente de la Región de Murcia. Los datos mostraron una buena percepción docente hacia los valores inclusivos, sobre todo aquellos relacionados con el Proyecto Educativo de Centro y el Plan de Trabajo Individualizado. Como conclusión, se destacó la necesidad de formación del profesorado para la atención del alumnado con necesidades específicas de aprendizaje.
This article presents a study dealing with a self-evaluation by teachers about the promotion of inclusive education in Early Childhood and Primary schools. It is a non-probabilistic, descriptive, quantitative research, which seeks to discern whether inclusive values are taught in the school context. The ACADI self-assessment questionnaire was used as an instrument to amass information, specifically 36 items out of a total of 101 in area A (school context). For data analysis, version 26 of the SPSS statistical program was used. The sample consisted of 59 teachers of preferential educational attention centres in the Region of Murcia. The results show that teachers have a good perception of inclusive values, especially when it comes to those related to the School-based Educational Project and the Individualised Work Plan. It is concluded that all teachers need to be trained in order to cater for students with specific learning needs.
This article presents a study dealing with a self-evaluation by teachers about the promotion of inclusive education in Early Childhood and Primary schools. It is a non-probabilistic, descriptive, quantitative research, which seeks to discern whether inclusive values are taught in the school context. The ACADI self-assessment questionnaire was used as an instrument to amass information, specifically 36 items out of a total of 101 in area A (school context). For data analysis, version 26 of the SPSS statistical program was used. The sample consisted of 59 teachers of preferential educational attention centres in the Region of Murcia. The results show that teachers have a good perception of inclusive values, especially when it comes to those related to the School-based Educational Project and the Individualised Work Plan. It is concluded that all teachers need to be trained in order to cater for students with specific learning needs.
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Citation
Aula Abierta, 52(1), 15–22
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