Significados atribuidos a la educación inclusiva por la comunidad educativa

  1. Arnaiz-Sánchez, Pilar
  2. Alcaraz, Salvador
  3. Caballero García, Carmen María 1
  1. 1 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

Revista:
Revista electrónica interuniversitaria de formación del profesorado: REIFOP

ISSN: 1575-0965

Año de publicación: 2024

Título del ejemplar: Neuroeducación y TIC

Volumen: 27

Número: 3

Páginas: 135-152

Tipo: Artículo

DOI: 10.6018/REIFOP.617101 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Revista electrónica interuniversitaria de formación del profesorado: REIFOP

Resumen

The existing confusion around the meaning of inclusive education is one of the main barriers to the progress of this educational model. The general objective of this research is to analyze the meanings that different educational agents involved in the educational community of the Region of Murcia (Spain) attribute to the concept of inclusive education. This research is part of a comprehensive qualitative descriptive study. 74 people involved in the educational response to the learning needs of students from early childhood, primary and secondary education centers (management teams and teachers), members of the educational administration, associations and postgraduate students have participated. Qualitative techniques were used to collect information: discussion groups, semi-structured interviews and discussion board. A qualitative content analysis process was followed through the ATLAS.ti V.8 software. The study shows that the concept of inclusive education is known by the participants, however, they attribute different meanings and approaches to it. This determines that it is an unclear and discussed notion among members of the educational community, which generates educational practices of very different kinds and often non-inclusive.

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Fuente de los datos: Dialnet