Teacher attitudes on inclusive education
DOI:
https://doi.org/10.51378/eca.v77i771.7741Keywords:
Inclusive education, Teaching attitudes, Educational inclusion, People with disabilities, Higher educationAbstract
The inclusion of people with disabili- ties in education not only depends on the reduction of physical barriers, but also the attitudinal dimension of the actors involved has a predominant role in the matter. The objective of this study was to analyze the attitudes of the teachers of the School of Languages at Universidad Don Bosco on inclusive education. For this, a quantitative, exploratory, and non-experimental study was carried out in which the Opinion Scale about Inclusive Education was used (Cardona & Bravo, 2010). The population, typified as finite, censual and chosen by convenience, consisted of 90 teachers. In the results obtained, it is observed that on average the participants show a favorable attitude towards the fundamentals of inclusive education and towards their mediation in it. However, a less favorable attitude is identified regarding the conditions they currently have for its imple- mentation. In addition, it is perceived that there are sociodemographic characteristics such as having had contact with people with disabilities and training in this subject that could develop, in a relevant way, favorable attitudes for inclusion.
ECA Estudios Centroamericanos, Vol. 77, No. 771, 2022: 49-66.
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