Percepción del alumnado universitario sobre la formación recibida al respecto de la convención internacional de la ONU sobre los derechos de las personas que se encuentran en situación de discapacidad (CDPD)

Abstract

After more than three lustrums since the approval of the UN International Convention on the Rights of Persons who are Disabled due to low functional performance in 2006 (hereinafter CRPD -UN, 2006-), through this research we have been able to investigate the perceptions, beliefs and attitudes held by professionals in training -fourth year- regarding certain nuclear aspects contained in the CRPD, such as their knowledge of those precepts set out in articles 4.1.i and 24, their assessments of the quality of the training they have received during their time at university, the knowledge they have acquired - or not - in this area, as well as their perceptions of the specialization of the teaching staff who have actively taught them, and even the quality of the service provided by the university as a (public) institution considered as a key element in promoting the professional specialization of future teachers, professors and professionals who work - or will work - with people with disabilities. With regard to the nature of the research, a mixed type of research (qualitative and quantitative) has been carried out, firstly, qualitative analysis by searching for evidence in the main databases (obviously, the most representative specialized literature for this study). Subsequently, quantitative analyses were carried out to obtain the measurable evidence provided by the participants in this study (descriptive statistical analyses, exploratory analyses, multivariate factor analyses, non-parametric tests, etc.), which made it possible to observe the existence of significant statistical differences with respect to the different variables considered for the study. In this way, the analyses of the information collected have allowed us to observe the need to promote awareness of all the components involved in this professionalizing function aimed at achieving true educational inclusion of all pupils, without any discrimination and throughout their lives, as advocated by the CRPD. In terms of structure, this thesis is presented in a Nordic format (by compendium of publications) and consists of two book chapters and two articles (already published) in international publishers and journals of high impact, indexed in databases such as Scopus and in publishers ranked Q1 SPI -Scholarly Publishers' Indicators-). In the same way, in order to provide this thesis with greater strength, as well as to contribute powerfully to its proper understanding and comprehension of its content, without being part of the compendium of publications (and additionally), another contribution (a chapter of an already published book) is incorporated –as an addendum– together with an appendix (in the chapter third –from results–) which equally also follow IMRyD structure (of application to the scientific research articles), on which describe –on the one hand– the results of the validation of one of the two subscales of the research instrument, and in the appendix (I) the research results reported for this same subscale which makes up the EPACODI-1 research instrument. Based on them, and through the application of a quantitative methodology, a measurement instrument called EPACODI-1 (Perception Scale of university students on the training received regarding the UN International Convention on the Rights of Persons with Disabilities ─CDPD─) has been designed ad hoc, this measurement instrument has obtained the favourable report of the Research Ethics Committee of the University of Murcia with ID: 2152/2018. The instrument consists of a (1932) Likert-type scale with five levels of response (with values ranging from 1 totally disagree to 5 totally agree), composed of a large number of items that allow information to be collected and subsequently discussed on the perceptions (conscious and real) expressed by university students of fourth year enrolled in the specializations offered by the Faculty of Education of the University of Murcia (from now on UMU), analyzing the significant relationships that exist between those dimensions that are influential in terms of general and core knowledge of the CRPD, training received on the same subject, as well as whether the teaching staff who train them or the management team of the faculty should be specialized and aware of its application in the university environment. For the selection of the sample, a non-probabilistic, intentional procedure was adopted. A total of 552 students participated, representing 56.33% of the total population (N = 980), 444 women (80.5%) and 108 men (19.5%), aged between 21 and over 45, with a confidence level of 95% and an estimation error of 5% (obtained with the STATS 2.0 statistical programme). As for the different analyses to which the scale was subjected, the statistical programmes were used: SPSS vs. 22 and 28; R v.1.3.1056 and v.4.2.0; STATS v.2.0; Factor Analysis v. 10.3.01 XP and MYSTAT v.21. The scale has been shown to be a valid measurement instrument (since it allows measuring what it is intended to measure) and reliable (since it presents high stability and internal consistency), obtaining a value α = 0,962 for the entire scale, which is an excellent cut-off for this type of study (situated at 0,70) and good goodness of fit with KMO/MSA = 0,92, Chi-square = 22417.229 for the independence model with gl. = 903 (degrees of freedom), non-standardized fit index (NNFI; Tucker & Lewis) = 0,97, comparative fit index (CFI) = 0,98, goodness-of-fit index (GFI) = 0,99, adjusted goodness-of-fit index (AGFI) = 0,99, goodness-of-fit index without diagonal values (GFI) = 0,99, adjusted goodness-of-fit index without diagonal values (AGFI) = 0,99, SRMR and RMSEA < ,05. The scale has been applied with a confidence level of 95% and an error of 5% for the 552 observations obtained. To conclude, it can be confirmed that the conclusions obtained through this study are relevant, as they provide a holistic understanding of the current situation of the scope of the rights enshrined and recognized by the CRPD (UN, 2006) in the university professional environment