| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 249.86 KB | Adobe PDF |
Advisor(s)
Abstract(s)
Antecedentes: En la promociĆ³n de una Escuela Inclusiva, los maestros tienen un papel central en la gestiĆ³n de los procesos y los recursos para satisfacer las necesidades especĆficas de los alumnos. Este cambio de paradigma se realizĆ³ en poco tiempo y sin seguimiento en materia de formaciĆ³n e investigaciĆ³n. MĆ©todo: Esta investigaciĆ³n intenta comprender las percepciones de los maestros sobre la inclusiĆ³n y los factores que parecen estar asociados con estas, usando el cuestionario My Thinking About Inclusion (Stoiber, Gettinger & Goetz, 1998), con 118 maestros. Resultados: Los resultados permiten concluir que no existen diferencias por gĆ©nero o nivel de educaciĆ³n, al igual que no existe una relaciĆ³n con la edad, calificaciones acadĆ©micas o tiempo de servicio. Las correlaciones se encuentran sĆ³lo entre la formaciĆ³n continua en el Ć”mbito de la educaciĆ³n especial y la percepciĆ³n general sobre la inclusiĆ³n y prĆ”cticas en el aula. Conclusiones: Los resultados sugieren importantes retos para la inclusiĆ³n y necesidades de formaciĆ³n en el sentido de promover la colaboraciĆ³n, la gestiĆ³n del tiempo y el involucramiento parental
Background: In the promotion of an Inclusive School, teachers have a central role in the management of processes and resources to meet studentsā specific needs. This paradigm shift took place in a short period of time and without specific continuous training and research. Method: This research seeks to understand teachersā perceptions about inclusion and the factors that appear to be associated with these, using the questionnaire My Thinking About Inclusion (Stoiber, Gettinger & Goetz, 1998), with 118 teachers. Results: The results show no differences by gender or education level, as there is no relationship with age, academic qualifications or length of service. Correlations were found only between lifelong learning in the field of special education and general perceptions about inclusion and classroom practices. Conclusions: The results suggest significant challenges for inclusion and training needs to promote collaboration, time management and parental involvement.
Background: In the promotion of an Inclusive School, teachers have a central role in the management of processes and resources to meet studentsā specific needs. This paradigm shift took place in a short period of time and without specific continuous training and research. Method: This research seeks to understand teachersā perceptions about inclusion and the factors that appear to be associated with these, using the questionnaire My Thinking About Inclusion (Stoiber, Gettinger & Goetz, 1998), with 118 teachers. Results: The results show no differences by gender or education level, as there is no relationship with age, academic qualifications or length of service. Correlations were found only between lifelong learning in the field of special education and general perceptions about inclusion and classroom practices. Conclusions: The results suggest significant challenges for inclusion and training needs to promote collaboration, time management and parental involvement.