Cuando las diferencias no importanla inclusión en una escuela primaria mexicana

  1. Cruz Ortiz, Maribel
  2. Pérez Rodríguez, M. Carmen
  3. Jenaro Río, Cristina
  4. Sevilla Santo, Dora Esperanza
  5. Cruz Ortiz, Silvia
Zeitschrift:
Culture and Education, Cultura y Educación

ISSN: 1135-6405,  1578-4118

Datum der Publikation: 2016

Ausgabe: 28

Nummer: 1

Seiten: 84-98

Art: Artikel

DOI: 10.1080/11356405.2015.1124549 DIALNET GOOGLE SCHOLAR lock_openGREDOS editor

Andere Publikationen in: Culture and Education, Cultura y Educación

Ziele für nachhaltige Entwicklung

Zusammenfassung

Los estudios previos demuestran que la discapacidad es una de las causas de exclusión educativa en todo el mundo. Los puntos de vista sobre el movimiento para la inclusión educativa varían según el país. Además, el éxito o fracaso de la inclusión parece asociarse con distintas variables. Este estudio se llevó a cabo en una escuela primaria ubicada en México. Su objetivo fue identificar cómo experimentan los niños con y sin necesidades educativas especiales la inclusión, y cuáles son las relaciones entre inclusión y calidad de vida. Las medidas utilizadas fueron el cuestionario Mi Escuela Primaria del Index para la inclusión, los cuestionarios sobre Calidad de vida infantil, y el informe de los padres. Los participantes fueron 69 estudiantes sin necesidades educativas especiales y 15 con necesidades educativas especiales. También se analizaron autoinformes realizados por los niños normales e informes realizados por las madres de los niños con necesidades educativas especiales. Los resultados indican que existe una relación entre la inclusión percibida y la calidad de vida; tener necesidades educativas especiales no repercute en las puntuaciones de Calidad de Vida o Inclusión; el nivel educativo no influye sobre la Calidad de Vida percibida o la inclusión de estudiantes de educación especial. Estos resultados se discuten bajo un enfoque cultural que valora la diversidad

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