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
Aldizkaria:
Culture and Education, Cultura y Educación

ISSN: 1135-6405,  1578-4118

Argitalpen urtea: 2016

Alea: 28

Zenbakia: 1

Orrialdeak: 84-98

Mota: Artikulua

DOI: 10.1080/11356405.2015.1124549 DIALNET GOOGLE SCHOLAR

Beste argitalpen batzuk: Culture and Education, Cultura y Educación

Garapen Iraunkorreko Helburuak

Laburpena

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

Erreferentzia bibliografikoak

  • Anthony, J., Conceptualising disability in Ghana: Implications for EFA and Inclusive Education (2011) International Journal of Inclusive Education, 15, pp. 1073-1086
  • Armstrong, D., Armstrong, A.C., Spandagou, I., Inclusion: By choice or by chance? (2011) International Journal of Inclusive Education, 15, pp. 29-39
  • Blanco, R., Takemoto, Y., (2006) Inclusion in Schools in Latin America and the Caribbean: The Case of Children of Haitian Descent in the Dominican Republic, , In L. D. Adams and A. Kirova Global migration and education: Schools, children, and families. Mahwah, NJ: Lawrence Erlbaum
  • Booth, T., Ainscow, M., (2002) Index for Inclusion: Developing Learning and Participation in Schools, , http://www.eenet.org.uk/resources/docs/Index%20English.pdf, Bristol, UK: Centre for Studies on Inclusive Education (CSIE) Retrieved from
  • Booth, T., Ainscow, M., Kingston, D., (2006) Index for Inclusion: Developing Play, Learning and Participation in Early Years and Childcare, , http://www.eenet.org.uk/resources/docs/Index%20EY%20English.pdf, Bristol, UK: CSIE Retrieved from
  • Cooley, W.W., Lohnes, P.R., (1971) Multivariate Data Analysis, , New York, NY: John Wiley & Sons
  • Cosier, M.E., Causton-Theoharis, J., Economic and demographic predictors of inclusive education (2011) Remedial and Special Education, 32, pp. 496-505
  • Davis, E., Mackinnon, A., Waters, E., Parent proxy-reported quality of life for children with cerebral palsy: Is it related to parental psychosocial distress? (2012) Child: Care Health and Development, 38, pp. 553-560
  • Deppeler, J., Harvey, D., Validating the British Index for Inclusion for the Australian context: Stage one (2004) International Journal of Inclusive Education, 8, pp. 155-184
  • Devore, S., Russell, K., Early childhood education and care for children with disabilities: Facilitating inclusive practice (2007) Early Childhood Education Journal, 35, pp. 189-198
  • Di Battista, A., Soo, C., Catroppa, C., Anderson, V., Quality of life in children and adolescents post-TBI: A systematic review and meta-analysis (2012) Journal of Neurotrauma, 29, pp. 1717-1727
  • Doherty, M.T., Inclusion and deaf education: The perceptions and experiences of young deaf people in Northern Ireland and Sweden (2012) International Journal of Inclusive Education, 16, pp. 791-807
  • González-Gil, F., Gómez-Vela, M., Jenaro, C., Index para la Inclusión. Desarrollo del juego, el aprendizaje y la participación en Educación Infantil (traducción y adaptación española) (2007) Salamanca: INICO/Universidad de Salamanca & CSIE, , http://www.csie.org.uk/resources/translations/IndexSpanish.Pdf, Retrieved from
  • Grimes, P., Sayarath, K., Outhaithany, S., The Lao PDR inclusive education project 1993-2009: Reflections on the impact of a national project aiming to support the inclusion of disabled students (2011) International Journal of Inclusive Education, 15, pp. 1135-1152
  • Hick, P., Supporting the development of more inclusive practices using the Index for Inclusion (2005) Educational Psychology in Practice, 21, pp. 117-122
  • Hu, X., Wang, M., Fei, X., Family quality of life of Chinese families of children with intellectual disabilities (2012) Journal of Intellectual Disability Research, 56, pp. 30-44
  • Ikeda, E., Hinckson, E., Krägeloh, C., Assessment of quality of life in children and youth with autism spectrum disorder: A critical review (2014) Quality of Life Research: An International Journal of Quality of Life Aspects of Treatment, Care & Rehabilitation, 23, pp. 1069-1085
  • Kalyanpur, M., Paradigm and paradox: Education for all and the inclusion of children with disabilities in Cambodia (2011) International Journal of Inclusive Education, 15, pp. 1053-1071
  • Karten, T.J., (2007) More Inclusion Strategies That Work: Aligning Student Strengths with Standards., , Thousand Oaks CA: Corwin Press
  • Lei, P., Myers, J., Making the grade? A review of donor commitment and action on inclusive education for disabled children (2011) International Journal of Inclusive Education, 15, pp. 1169-1185
  • Lin, C.-Y., Luh, W.-M., Cheng, C.-P., Yang, A.-L., Ma, H.-I., Evaluating the wording effect and psychometric properties of the Kid-KINDL: Using the multitraitmultimethod approach (2014) European Journal of Psychological Assessment, 30, pp. 100-109
  • Lynch, P., McCall, S., Douglas, G., McLinden, M., Bayo, A., Inclusive educational practices in Uganda: Evidencing practice of itinerant teachers who work with children with visual impairment in local mainstream schools (2011) International Journal of Inclusive Education, 15, pp. 1119-1134
  • Memisevic, H., Hodzic, S., Teachers' attitudes towards inclusion of students with intellectual disability in Bosnia and Herzegovina (2011) International Journal of Inclusive Education, 15, pp. 699-710
  • Miles, S., Exploring understandings of inclusion in schools in Zambia and Tanzania using reflective writing and photography (2011) International Journal of Inclusive Education, 15, pp. 1087-1102
  • Mogharreban, C.C., Bruns, D.A., Moving to inclusive pre-kindergarten classrooms: Lessons from the field (2009) Early Childhood Education Journal, 36, pp. 407-414
  • Moola, F.J., Faulkner, G.E.J., White, L., Kirsh, J.A., The psychological and social impact of camp for children with chronic illnesses: A systematic review update (2014) Child: Care, Health and Development, 40, pp. 615-631
  • Morgan, A., Inclusive place-based education for "just sustainability" (2012) International Journal of Inclusive Education, 16, pp. 627-642
  • Naraian, S., Ferguson, D.L., Thomas, N., Transforming for inclusive practice: Professional development to support the inclusion of students labelled as emotionally disturbed (2012) International Journal of Inclusive Education, 16, pp. 721-740
  • Nes, K., The role of the index for inclusion in supporting school development in Norway: A comparative perspective (2009) Research in Comparative and International Education, 4, pp. 305-320
  • (2001) Clasificación Internacional Del Funcionamiento, de la Discapacidad y de la Salud: Version Abreviada, , Madrid: España
  • (2006) Convención Sobre Los Derechos de Las Personas Con Discapacidad y Protocolo Facultativo, , http://www.un.org/disabilities/documents/convention/convoptprot-s.pdf, Retrieved from
  • Panayiotou, A., Kyriakides, L., Creemers, B.P.M., McMahon, L., Vanlaar, G., Pfeifer, M., Bren, M., Teacher behavior and student outcomes: Results of a European study (2014) Educational Assessment, Evaluation and Accountability, 26, pp. 73-93
  • Press, K.A., (2010) The Dilemma of Inclusion: Is Full Inclusion Ethical? An Examination of the Culture of Special Education Within A Semi-rural Pre-K to Sixth Grade Elementary School District, , Master's dissertation New Jersey, NJ: Rowan University
  • (2012) Estadísticas 2012, , http://www.educacionespecial.sep.gob.mx/pdf/tabinicio/2012/Datos-pfeeie-2012.pdf, SEP Retrieved from
  • Ravet, J., Inclusive/exclusive? Contradictory perspectives on autism and inclusion: The case for an integrative position (2011) International Journal of Inclusive Education, 15, pp. 667-682
  • Sabeh, E.N., Verdugo, M.Á., Prieto Adánez, G., Contini De González, E.N., (2009) CVI-CVIP Cuestionarios de Evaluación de la Calidad de Vida en la Infancia, , Madrid: CEPE
  • Saddler, H., Researching the influence of teaching assistants on the learning of pupils identified with special educational needs in mainstream primary schools: Exploring social inclusion (2014) Journal of Research in Special Educational Needs, 14, pp. 145-152
  • Sanchez, E.Z., Martinez-Cortes, J.A., Del Rio, Y., Dehesa-Moreno, M., Poblano, A., Low quality of life scores in school children with attention deficit-hyperactivity disorder related to anxiety (2012) Arquivos de Neuro Psiquiatria, 70, pp. 180-184
  • Schalock, R.L., Bonham, G.S., Verdugo, M.A., The conceptualization and measurement of quality of life: Implications for program planning and evaluation in the field of intellectual disabilities (2008) Evaluation and Program Planning, 31, pp. 181-190
  • Schalock, R.L., Verdugo, M.A., (2002) Handbook on Quality of Life for Human Service Practitioners, , Washington, DC: American Association on Mental Retardation
  • Schalock, R.L., Verdugo, M.A., Jenaro, C., Wang, M., Wehmeyer, M., Jiancheng, X., Lachapelle, Y., Cross-cultural study of quality of life indicators (2005) American Journal on Mental Retardation, 110, pp. 298-311
  • Schwab, S., Gebhardt, M., Krammer, M., Gasteiger-Klicpera, B., Linking selfrated social inclusion to social behaviour. An empirical study of students with and without special education needs in secondary schools (2015) European Journal of Special Needs Education, 30, pp. 1-14
  • (2013) Principales Cifras Del Sistema Educativo Nacional 2012-2013, , http://www.sep.gob.mx/es/sep1/ESTADISTICA-EDUCATIVA#.VVZx-fl-Oko, Retrieved from
  • Soodak, L.C., McCarthy, M.R., (2006) Classroom Management in Inclusive Settings Handbook of Classroom Management: Research Practice, and Contemporary Issues, pp. 461-489. , Mahwah, NJ: Lawrence Erlbaum
  • Soresi, S., Nota, L., Wehmeyer, M.L., Community involvement in promoting inclusion, participation and self-determination (2011) International Journal of Inclusive Education, 15, pp. 15-28
  • Starczewska, A., Hodkinson, A., Adams, G., Conceptions of inclusion and inclusive education: A critical examination of the perspectives and practices of teachers in Poland (2012) Journal of Research in Special Educational Needs, 12, pp. 162-169
  • Strieker, T., Logan, K., Kuhel, K., Effects of job-embedded professional development on inclusion of students with disabilities in content area classrooms: Results of a three-year study (2012) International Journal of Inclusive Education, 16, pp. 1047-1065
  • Taylor, S., Sidhu, R.K., Supporting refugee students in schools: What constitutes inclusive education? (2012) International Journal of Inclusive Education, 16, pp. 39-56
  • Tranter, D., Unequal schooling: How the school curriculum keeps students from low socio-economic backgrounds out of university (2012) International Journal of Inclusive Education, 16, pp. 901-916
  • Underwood, K., A case study of exclusion on the basis of behaviour (and Experiences of Migration and Racialisation (2012) International Journal of Inclusive Education, 16, pp. 313-329
  • UNESCO., Efa global monitoring report 2010 (2010) Reaching the Marginalized, , http://en.unesco.org/gemreport/2010-report-press-release-spanish, Oxford, UK: Oxford University Press Retrieved from
  • Education first (2012) An Inititative of the United Nations Secretary-General, , http://www.unesco.org/new/en/education/global-education-first-initiative-gefi, Retrieved from
  • Van Swet, J., Wichers-Bots, J., Brown, K., Solution-focused assessment: Rethinking labels to support inclusive education (2011) International Journal of Inclusive Education, 15, pp. 909-923
  • Vehkakoski, T.M., Inclusive education ideal at the negotiating table: Accounts of educational possibilities for disabled children within inter-disciplinary team meetings (2008) Scandinavian Journal of Educational Research, 52, pp. 495-512
  • Verdugo, M.A., Navas, P., Gómez, L.E., Schalock, R.L., The concept of quality of life and its role in enhancing human rights in the field of intellectual disability (2012) Journal of Intellectual Disability Research, 56, pp. 1036-1045
  • Verdugo, M.A., Schalock, R.L., Keith, K.D., Stancliffe, R.J., Quality of life and its measurement: Important principles and guidelines (2005) Journal of Intellectual Disability Research, 49, pp. 707-717
  • Walker, G., Inclusive education in Romania: Policies and practices in post-communist Romania (2010) International Journal of Inclusive Education, 14, pp. 165-181
  • Wallander, J.L., Schmitt, M., Koot, H.M., Quality of life measurement in children and adolescents: Issues, instruments and applications (2001) Journal of Clinical Psychology, 57, pp. 571-585
  • Wang, M., Schalock, R.L., Verdugo, M.A., Jenaro, C., Examining the factor structure and hierarchical nature of the quality of life construct (2010) American Journal on Intellectual and Developmental Disabilities, 115, pp. 218-233
  • Wendelborg, C., Tøssebro, J., Marginalisation processes in inclusive education in Norway: A longitudinal study of classroom participation (2010) Disability & Society, 25, pp. 701-714
  • Yeung, A.S.W., Exploring organisational perspectives on implementing educational inclusion in mainstream schools (2012) International Journal of Inclusive Education, 16, pp. 675-690
Datuen iturria: Dialnet