Publicación: Actitud y percepción de los docentes de básica primaria hacia el proceso de inclusión de niños, niñas y adolescentes con necesidades educativas especiales de la institución ciudadela educativa del Magdalena Medio en el municipio de Barrancabermeja
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This directed research had as objective characterize elementary school teachers’ attitudes and perceptions towards the inclusion process of Children with Educational Special Needs (SEN) at the Ciudadela Educativa del Magdalena Medio Public Institution of the city of Barrancabermeja with the voluntary participation of 36 teachers belonging to 5 schools. The methodological design was a mixed approach of descriptive type using for data collection a sociodemographic characterization questionnaire, questionnaire about teachers’ inclusion perception (Cardona et al, 2000; citado por Chiner, 2011); semi-structured interview and a direct observation format based on the attitudes decribed by (Artavia,2005). The results suggest that teachers’ perceptions and attitudes towards inclusion are favorable taking into account that most of them possess an optimistic empiric attitude but they do not count with the formation and necessary tools for achieving a successful inclusion process. It was concluded that educative institutions try to accomplish with the normativity of inclusive practices. Nevertheless, students are integrated but not included and they are scarcely beneficiated by inclusive practices. With the current research, it is appreciated a wide perspective of the inclusive practices presented in the institution which can be used to appeal the “Secretaría de Educación Municipal”(SEM) and other governmental entities to check the needs imstitutions require in order to carry out a good inclusion process.