Perceptions of Teachers from a School Integration Program towards Inclusive Education

Simple item page
datacite.alternateIdentifier.citationREVISTA EDUCACION,Vol.41,,2017
datacite.alternateIdentifier.doi10.15517/revedu.v41i1.21597
datacite.creatorMellado Hernandez, Maria Elena
datacite.creatorChaucono Catrinao, Juan Carlos
datacite.creatorHueche Onate, Marianela Clementina
datacite.creatorAravena Kenigs, Omar
datacite.date2017
datacite.subject.englishInclusive Education
datacite.subject.englishPerception of inclusive education
datacite.subject.englishinclusive education practices
datacite.subject.englishSchool Integration Program
datacite.subject.englishCooperative work
datacite.titlePerceptions of Teachers from a School Integration Program towards Inclusive Education
dc.date.accessioned2021-04-30T16:28:46Z
dc.date.available2021-04-30T16:28:46Z
dc.description.abstractThe objective of this article is to reveal the perceptions about inclusive education of practices of different professionals from the school Integration Program (PIE) and teachers, considering the pedagogical-didactic dimensions, cooperative learning, ethics and social action in an educational center of Los Rios region, Chile. This work is presented in a case study, using a mixed methodology of descriptive character. 36 people, 15 multidisciplinary professionals from PIE and 21 teachers from different subjects of primary and secondary education, participate in this investigation. A Likert scale questionnaire and a semi-structured interview were applied for collecting information on perceptions of inclusive education. The quantitative results show a slight tendency towards theoretical approaches associated with inclusive education. However, the findings that emerge from the teachers' speech are associated with segregationist and exclusionary practices that inhibit cooperative work in the classroom, showing low expectations and an unfavorable attitude towards inclusion causing distrust among the actors of the school community. In conclusion, it is important to note the need for an inclusive curriculum that promotes pedagogical-didactic and cooperative learning as an essential component for inclusive education within the framework of an ethical and social behavior responsible for the complete development of the student.
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/2692
dc.language.isoes
dc.publisherUNIV COSTA RICA. EDITORIAL
dc.sourceREVISTA EDUCACION
oaire.resourceTypeArticle
uct.catalogadorWOS
uct.indizacionESCI
Files
Collections
MigraciĆ³n Web of Science