Perspectivas de docentes y estudiantes en la definici?n de la categor?a escuelas inclusivas - virtuosas, establecimiento y roles, docente de la carrera de Educaci?n Especial
- Format
- Article
- Status
- publishedVersion
- Description
La caracterizaci?n de la variable escuela inclusiva posibilita el dise?o de pol?ticas, planes, programas y proyectos destinados al acceso, participaci?n y educaci?n de calidad para el conjunto de la ni?ez y adolescencia. En este marco, el estudio tuvo como objetivo operacionalizar la categor?a educaci?n inclusiva desde la perspectiva de estudiantes y docentes y la mirada de organizaciones educativas virtuosas. Se parti? de las vivencias y pr?cticas socioeducativas de docentes y estudiantes abordadas desde la teor?a de la inclusi?n educativa y de los postulados de la Psicolog?a Positiva. La investigaci?n se desarroll? en las provincias de Bol?var y Pichincha en Ecuador. Se cont? con una muestra no probabil?stica de 541 estudiantes y 98 docentes. Se trat? de un estudio cualitativo explicativodescriptivo de corte transversal. Como m?todos de investigaci?n se consideraron la revisi?n documental, la observaci?n participante y la triangulaci?n. La t?cnica empleada fue la encuesta y el instrumento un protocolo destinado a describir cualidades de organizaciones educativas incluyentes y excluyentes, previamente validado con el criterio de especialistas. El estudio caracteriz? a las escuelas como inclusivas cuando: docentes y estudiantes practicaban valores; se promov?a el respeto y valoraci?n a la diversidad; exist?an canales de comunicaci?n entre familias y escuela; docentes y estudiantes tomaban decisiones sobre temas que les concern?a de manera directa; se realizaban acciones de apoyo psicopedag?gico; y se buscaba eliminar las barreras que refuerzan la exclusi?n. Como conclusiones se plantearon un conjunto de dimensiones e indicadores que posibilitar?n avanzar en la construcci?n de escuelas inclusivas y virtuosas.
The characterization and definition of the inclusive school variable enables the design of policies, plans, programs, and projects aimed at access, participation and quality education for all children and adolescents. In this framework, the study aimed to operationalize the inclusive education category from the perspective of students and teachers and from the perspective of virtuous educational organizations. It was based on the socio-educational experiences and practices of teachers and students approached from the theory of educational inclusion and the postulates of Positive Psychology. The research was developed in the provinces of Bol?var and Pichincha, north central Ecuador. There was a non-probabilistic sample of 541 students and 98 teachers. It was an explanatory-descriptive qualitative cross-sectional study. As research methods, the documentary review, participant observation and triangulation were considered. The technique used was the survey and, the instrument, a protocol designed to describe qualities of inclusive and exclusive educational organizations, previously validated with the criteria of specialists. The study characterized schools as inclusive when: teachers and students practiced values; respect and appreciation for diversity was promoted; there were communication channels between families and the school; teachers and students made decisions on issues that directly concerned them; psych pedagogical support actions were carried out; and, the aim was to eliminate the barriers that reinforce exclusion. As conclusions, a set of dimensions and indicators were raised that will make it possible to advance in the construction of inclusive and virtuous schools.
Azogues
- Publication Year
- 2020
- Language
- Topic
- Diversidad
Docentes
Escuelas inclusivas
Estudiantes
Virtuosidad
Diversity
Inclusive schools
Students
Teachers
Virtuosity
- Repository
- Repositorio Universidad Nacional de Educación
- Get full text
- http://repositorio.unae.edu.ec/handle/123456789/1666
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- openAccess
- License