La actitud docente frente a los estudiantes de Educación Inicial con Inclusión Educativa
The recognition of the rights that all people have within society is visualized in their participation in all contexts, being the educational area where this principle is most relevant. Educational inclusion seeks that all students, despite their diversity, share the same teaching-learning environme...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | , |
| Formato: | article |
| Idioma: | spa |
| Publicado em: |
2018
|
| Assuntos: | |
| Acesso em linha: | http://repositorio.ulvr.edu.ec/handle/44000/3690 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
Adicionar Tag | Resumo: | The recognition of the rights that all people have within society is visualized in their participation in all contexts, being the educational area where this principle is most relevant. Educational inclusion seeks that all students, despite their diversity, share the same teaching-learning environment where their abilities are valued and their needs are met. The way in which the inclusive process is developed from the perspective of the teachers of Initial Education, has been addressed infrequently, that is why this research aims to analyze the attitude of teachers facing this task and resources with that count to apply this process in the classroom. This quantitative research carried out in the city of Cuenca-Ecuador, used as an instrument the Questionnaire of Attitudes towards Educational Inclusion of Boer, Timmerman, Pijl y Minnaert (2012), which was applied to a sample of 26 teachers of the educational level before referred. The results showed that teachers have a favorable attitude towards educational inclusion, an attitude that is overshadowed by the lack of preparation and resources that facilitate adequate attention to the group of students included. |
|---|