Perspectiva del docente en la educación inclusiva
Date
Journal Title
Journal ISSN
Volume Title
Publisher
Horizontes Rev. Inv. Cs. Edu.
Abstract
La educación inclusiva es un factor que trata de maximizar la integración y cumplimiento de derechos hacia los integrantes educativos; como parte de la mediación los docentes juegan un papel fundamental tanto en sus percepciones, actitudes y prácticas pedagógicas para fortalecer la inclusión. El objetivo fue generar un análisis mediante una revisión sistemática sobre la educación inclusiva y la percepción del docente, considerando la base de datos de Scopus, Scielo, Google Schoolar y Ebsco, donde los descriotres quedaron establecido "Percepción del docente en la educación"; "Percepción del docente en la participación educativa" entre otros. Fueron seleccionado 50 artículos de los últimos 5 años; el cual tuvo como parte de los criterios de inclusión artículos académicos; en la exclusión: tipo de documento diferente (monografías, tesis, libros), descarte de duplicados. Se concluye la participación de los docentes integran en el plan del enfoque de aprendizaje, la experiencia y la práctica en el desarrollo de cambios curriculares, herramientas de observación, actividades de aprendizaje.
Inclusive education is a factor that seeks to maximize the integration and fulfillment of rights towards educational members; as part of the mediation, teachers play a fundamental role in their perceptions, attitudes and pedagogical practices to strengthen inclusion. The objective was to generate an analysis through a systematic review on inclusive education and teacher's perception, considering the Scopus, Scielo, Google Schoolar and Ebsco databases, where the descriotres were established "Teacher's perception on education"; "Teacher's perception on educational participation" among others. Fifty articles of the last 5 years were selected; which had as part of the inclusion criteria academic articles; in the exclusion: different type of document (monographs, theses, books), discarding of duplicates. It is concluded the participation of teachers integrate in the learning approach plan, experience and practice in the development of curricular changes, observation tools, learning activities.
Inclusive education is a factor that seeks to maximize the integration and fulfillment of rights towards educational members; as part of the mediation, teachers play a fundamental role in their perceptions, attitudes and pedagogical practices to strengthen inclusion. The objective was to generate an analysis through a systematic review on inclusive education and teacher's perception, considering the Scopus, Scielo, Google Schoolar and Ebsco databases, where the descriotres were established "Teacher's perception on education"; "Teacher's perception on educational participation" among others. Fifty articles of the last 5 years were selected; which had as part of the inclusion criteria academic articles; in the exclusion: different type of document (monographs, theses, books), discarding of duplicates. It is concluded the participation of teachers integrate in the learning approach plan, experience and practice in the development of curricular changes, observation tools, learning activities.
Description
Vol. 7, No. 30