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Fecha
2024
Derechos de acceso
info:eu-repo/semantics/openAccess
Título de la revista
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Título del volumen
Editorial
Universidad de Murcia
Citas
Resumen
La confusión existente en torno al significado de educación inclusiva supone una de las principales barreras para el progreso de este modelo educativo. El objetivo general de esta investigación es analizar los significados que diferentes agentes educativos implicados en la comunidad educativa de la Región de Murcia (España) atribuyen al concepto de educación inclusiva. Esta investigación se enmarca en un estudio descriptivo comprensivo de corte cualitativo. Han participado 74 personas involucradas en la respuesta educativa a las necesidades de aprendizaje del alumnado de centros de educación infantil, primaria y secundaria (equipos directivos y profesorado), miembros de la administración educativa, de asociaciones y estudiantes de postgrado. Para la recogida de información se emplearon técnicas cualitativas: grupos de discusión, entrevistas semiestructuradas y panel de debate. Se siguió un proceso de análisis cualitativo de contenido a través del software ATLAS.ti V.8. El estudio muestra que el concepto de educación inclusiva es conocido por los participantes, sin embargo, le atribuyen diferentes significados y enfoques. Esto determina que sea una noción poco clara y notablemente discutida entre los miembros de la comunidad educativa, lo que genera prácticas educativas de muy diferente índole y muchas veces no inclusivas.
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.
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.
Descripción
The registered version of this article, first published in “Revista Electrónica Interuniversitaria de Formación del Profesorado, 27", is available online at the publisher's website: Universidad de Murcia, https://doi.org/10.6018/reifop.617101
La versión registrada de este artículo, publicado por primera vez en “Revista Electrónica Interuniversitaria de Formación del Profesorado, 27", está disponible en línea en el sitio web del editor: Universidad de Murcia, https://doi.org/10.6018/reifop.617101
Categorías UNESCO
Palabras clave
educación inclusiva, análisis conceptual, diferenciación, necesidades educativas especiales, Inclusive education, conceptual analysis, differentiation, special educational needs
Citación
Arnaiz-Sánchez, P., Alcaraz, S., & Caballero García, C. M. (2024). Significados atribuidos a la educación inclusiva por la comunidad educativa. Revista Electrónica Interuniversitaria de Formación del Profesorado, 27(3), 135–152. https://doi.org/10.6018/reifop.617101
Centro
Facultad de Educación
Departamento
Didáctica, Organización Escolar y Didácticas Especiales