Educación socioemocional y familias inclusivas: Percepciones de jóvenes estudiantes universitarios.
Abstract
Las familias inclusivas son aquellas que promueven un ambiente de aceptación para todos sus miembros. Con el objetivo de analizar las percepciones que tienen los estudiantes de psicología sobre la educación inclusiva se utilizó un enfoque cuantitativo descriptivo para analizar. Se seleccionaron participantes de primeros ciclos y aquellos con familiares que demandan inclusión, con edades entre 17 y 20 años. Se aplicó una entrevista semiestructurada, con preguntas sobre conocimiento, actitudes y experiencias relacionadas con la inclusión, validado por experto en educación y se aplicó virtualmente. El análisis de inclusión educativa muestra nivel moderado de conocimiento, una percepción escéptica, experiencias personales limitadas y reconocimiento significativo de los beneficios. Las opiniones sobre políticas educativas alcanzan un 87.6%, reflejando un fuerte apoyo hacia estas iniciativas. El análisis sobre inclusión educativa indica la necesidad de mejorar el conocimiento y comprensión del tema entre futuros docentes, evidenciando un alto grado de desconocimiento en su formación.
Inclusive families are those that promote an environment of acceptance for all their members. To analyze the perceptions of psychology students regarding inclusive education, a descriptive quantitative approach was used. Participants from early cycles and those with family members who demand inclusion, aged between 17 and 20 years, were selected. A semi-structured interview was conducted, with questions about knowledge, attitudes, and experiences related to inclusion, validated by an education expert and applied virtually. The analysis of educational inclusion shows a moderate level of knowledge, a skeptical perception, limited personal experiences, and significant recognition of the benefits. Opinions on educational policies reached 87.6%, reflecting strong support for these initiatives. The analysis of educational inclusion indicates the need to improve knowledge and understanding of the topic among future educators, highlighting a high degree of ignorance in their training.
Inclusive families are those that promote an environment of acceptance for all their members. To analyze the perceptions of psychology students regarding inclusive education, a descriptive quantitative approach was used. Participants from early cycles and those with family members who demand inclusion, aged between 17 and 20 years, were selected. A semi-structured interview was conducted, with questions about knowledge, attitudes, and experiences related to inclusion, validated by an education expert and applied virtually. The analysis of educational inclusion shows a moderate level of knowledge, a skeptical perception, limited personal experiences, and significant recognition of the benefits. Opinions on educational policies reached 87.6%, reflecting strong support for these initiatives. The analysis of educational inclusion indicates the need to improve knowledge and understanding of the topic among future educators, highlighting a high degree of ignorance in their training.
Description
Vol. 4, No. 9