Perspectivas de los docentes sobre la educación inclusiva
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Volume Title
Publisher
Horizontes Rev. Inv. Cs. Edu.
Abstract
La educación inclusiva por muchos años ha tenido como objetivo garantizar la participación sin discriminación hacia sus estudiantes, por la cual se debe fortalecer a la comunidad educativa, así como a los docentes donde deben fortalecer sus habilidades para que enseñen e incluyan a todos los estudiantes sin distinción. El objetivo del estudio fue determinar la relación sobre la percepción de los docentes en la educación inclusiva. El estudio tuvo un enfoque cuantitativo, de diseño no experimental, tipo transversal para determinar la relación entre las variables, donde la técnica empleada fue una encuesta, donde las aplicaciones de los cuestionarios se consideraron a 230 docentes. Los resultados evidencian que la variable percepción del docente y la variable cultura inclusiva tienen Rho de 0,277**., el cual permite inferir la existencia de una relación significativa. Se concluye que la percepción de los docentes en la educación inclusiva mantiene una relación, el cual necesita ser vinculada con la formación de competencias en los docentes.
Inclusive education for many years has aimed to guarantee participation without discrimination towards its students, for which the educational community must be strengthened, as well as teachers where they must strengthen their skills so that they teach and include all students without distinction. The objective of the study was to determine the relationship on the perception of teachers in inclusive education. The study had a quantitative approach, non-experimental design, cross-sectional type to determine the relationship between the variables, where the technique used was a survey, where the applications of the questionnaires were considered 230 teachers. The results show that the teacher's perception variable and the inclusive culture variable have a Rho of 0.277**, which allows us to infer the existence of a significant relationship. It is concluded that the perception of teachers in inclusive education maintains a relationship, which needs to be linked to the training of skills in teachers.
Inclusive education for many years has aimed to guarantee participation without discrimination towards its students, for which the educational community must be strengthened, as well as teachers where they must strengthen their skills so that they teach and include all students without distinction. The objective of the study was to determine the relationship on the perception of teachers in inclusive education. The study had a quantitative approach, non-experimental design, cross-sectional type to determine the relationship between the variables, where the technique used was a survey, where the applications of the questionnaires were considered 230 teachers. The results show that the teacher's perception variable and the inclusive culture variable have a Rho of 0.277**, which allows us to infer the existence of a significant relationship. It is concluded that the perception of teachers in inclusive education maintains a relationship, which needs to be linked to the training of skills in teachers.
Description
Vol. 7, No. 27