Publication: La inclusión en diferentes realidades educativas: voces de profesionales
Loading...
Date
2023-03-20
Authors
Belmonte Pérez, Cristina María ; Porto Currás, Mónica ; García Hernández, María Luisa
item.page.secondaryauthor
item.page.director
Publisher
Ediciones Universidad de Salamanca
publication.page.editor
publication.page.department
DOI
https://doi.org/10.14201/scero202354127803
item.page.type
info:eu-repo/semantics/article
Description
© 2023 Las autoras. This manuscript version is made available under the CC-BY-NC-SA 4.0 license http://creativecommons.org/licenses/by-nc-sa/4.0/
This document is the Published version of a Published Work that appeared in final form in Siglo Cero. To access the final edited and published work see https://doi.org/10.14201/scero202354127803
Abstract
Ante el debate surgido a partir de la nueva ley de educación en España sobre las modalidades de escolarización, el presente artículo pretende sumergirse en el ámbito de la inclusión educativa, exponiendo lo que sucede dentro de las aulas en relación con la educación del alumnado denominado con Necesidades Educativas Especiales. Para ello, este trabajo se adentra en la realidad de cinco centros educativos que ofrecen diferentes modalidades de escolarización con el objetivo de conocer, según la valoración de sus profesionales, cuáles son las barreras que impiden el éxito educativo o hacia dónde debemos de dirigir las futuras acciones si queremos alcanzar la inclusión. La investigación se realiza con un método cualitativo, siguiendo un diseño emergente que busca la heterogeneidad de los participantes, y empleando entrevistas semiestructuradas en profundidad que permiten acercarse a la realidad tal como la interpretan sus agentes. La información recabada en las entrevistas se ha analizado siguiendo el modelo inductivo (codificación, categorización, descripción y valoración) con el apoyo del software profesional QDA ATLAS.ti.8. Los resultados hallados inciden en la necesidad de mayor coordinación y formación docente, pero, sobre todo, insisten en las barreras culturales y administrativas para poder mejorar la inclusión real en los centros educativos.
--------------------------------------------------------------------------------------------------------------------------------------------In view of the debate that has arisen from the new education law in Spain on the modalities of schooling, this article aims to dive into the field of educational inclusion, exposing what happens inside the classroom in relation to the education of students with Special Educational Needs. This work delves into the reality of five educational centres that offer different types of schooling with the aim of finding out, according to the voices of their professionals, what are the barriers that prevent educational success. The research is carried out using a qualitative method, following an emergent design that seeks the heterogeneity of the sample, using semi-structured in-depth interviews that allow us to approach the reality as interpreted by its agents. The information collected in the interviews has been analysed following the inductive model (coding, categorisation, description and assessment) with the support of the professional software QDA ATLAS.ti.8. The results found stress the need for greater coordination and teacher training, but, above all, they insist on cultural and administrative barriers in order to improve real inclusion in educational centres.
--------------------------------------------------------------------------------------------------------------------------------------------In view of the debate that has arisen from the new education law in Spain on the modalities of schooling, this article aims to dive into the field of educational inclusion, exposing what happens inside the classroom in relation to the education of students with Special Educational Needs. This work delves into the reality of five educational centres that offer different types of schooling with the aim of finding out, according to the voices of their professionals, what are the barriers that prevent educational success. The research is carried out using a qualitative method, following an emergent design that seeks the heterogeneity of the sample, using semi-structured in-depth interviews that allow us to approach the reality as interpreted by its agents. The information collected in the interviews has been analysed following the inductive model (coding, categorisation, description and assessment) with the support of the professional software QDA ATLAS.ti.8. The results found stress the need for greater coordination and teacher training, but, above all, they insist on cultural and administrative barriers in order to improve real inclusion in educational centres.
Citation
Siglo Cero, Vol. 54, N. 1, 2023, pp. 43-63
item.page.embargo
Collections
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc-sa/4.0/