Teachers` attitudes towards inclusive education
Actitudes de los docentes acerca de la educación inclusiva
| 2017 | |
|
inclusion attitudes inclusive education preschool elementary education inclusión actitudes educación inclusiva enseñanza inicial educación primaria |
|
| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
|
https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1500
https://hdl.handle.net/10895/3007 |
|
| Acceso abierto |
| _version_ | 1815178697741697024 |
|---|---|
| author | Angenscheidt Bidegain, Leticia |
| author2 | Navarrete Antola, Ignacio |
| author2_role | author |
| author_facet | Angenscheidt Bidegain, Leticia Navarrete Antola, Ignacio |
| author_role | author |
| collection | LIBERI |
| dc.creator.none.fl_str_mv | Angenscheidt Bidegain, Leticia Navarrete Antola, Ignacio |
| dc.date.accessioned.none.fl_str_mv | 2023-08-31T18:53:32Z |
| dc.date.available.none.fl_str_mv | 2023-08-31T18:53:32Z |
| dc.date.none.fl_str_mv | 2017-11-10 |
| dc.description.en-US.fl_txt_mv | The first aim of this study is to describe the attitudes of preschool and elementary school teachers from a private school in Montevideo towards inclusive education. Attitude is defined as a set of perceptions, beliefs, positive and negative feelings, and ways of reacting to an educational process in which the main focus is for all learners to achieve learning outcomes. The second aim is to analyze whether these attitudes depend on a teacher’s position, academic background, contact with people with disabilities, educational stage, and years of professional experience. The study had a cross-sectional, descriptive design and utilized the Inclusive Education Opinion Scale instrument. Attitudes were assessed using a 23-item instrument with five response levels on a Likert-type Attitude Scale. The study worked with a non-probability sample of 44 English and Spanish teachers. The results demonstrated positive attitudes towards the foundations of inclusive education and towards inclusive practices. Additionally, the results reflect that Spanish language teachers have more positive attitudes towards the foundations of inclusive education compared to their English language colleagues. Furthermore, more experienced teachers were found to have more positive attitudes towards inclusive measures and practices. No statistically significant differences were found between teachers’ attitudes and the educational stage taught. |
| dc.description.es-ES.fl_txt_mv | Este estudio tiene como primer objetivo describir las actitudes de los docentes de enseñanza inicial y primaria en un colegio privado de Montevideo sobre la educación inclusiva. Entendiendo como actitud, un conjunto de percepciones, creencias, sentimientos a favor o en contra y formas de actuar ante el hecho educativo que centra su esfuerzo en el logro de los aprendizajes. Un segundo objetivo es analizar si dichas actitudes dependen del cargo como docente, la formación académica, el contacto con personas con discapacidad, la etapa educativa y los años de experiencia profesional. El diseño fue de tipo transversal y descriptivo y el instrumento utilizado, la Escala de Opinión acerca de la Educación Inclusiva. Las actitudes se valoraron a través de un instrumento de 23 ítems, con cinco alternativas de respuesta en la Escala de Actitudes tipo Likert. Se trabajó con una muestra no probabilística de 44 docentes de inglés y español. Los resultados mostraron una actitud favorable hacia los fundamentos de la educación inclusiva y hacia las prácticas inclusivas. Asimismo, reflejan que los docentes de español tienen una actitud más favorable que sus pares de inglés con respecto a los fundamentos de la educación inclusiva. Además, se encontró que los docentes con más experiencia tienen una actitud más favorable en relación con las medidas y prácticas inclusivas. No se hallaron diferencias estadísticamente significativas entre las actitudes de los docentes y la etapa educativa. |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1500 10.22235/cp.v11i2.1500 |
| dc.identifier.uri.none.fl_str_mv | https://hdl.handle.net/10895/3007 |
| dc.language.iso.none.fl_str_mv | spa eng |
| dc.publisher.es-ES.fl_str_mv | Universidad Católica del Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1500/1451 https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1500/1452 |
| dc.rights.es-ES.fl_str_mv | Derechos de autor 2017 Universidad Católica del Uruguay |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.en-US.fl_str_mv | Ciencias Psicológicas; 2017, Volumen 11 (2); 233-243 |
| dc.source.es-ES.fl_str_mv | Ciencias Psicológicas; 2017, Volumen 11 (2); 233-243 |
| dc.source.none.fl_str_mv | 1688-4221 10.22235/cp.v11i2 reponame:LIBERI instname:Universidad Católica del Uruguay instacron:Universidad Católica del Uruguay |
| dc.source.pt-PT.fl_str_mv | Ciencias Psicológicas; 2017, Volumen 11 (2); 233-243 |
| dc.subject.en-US.fl_str_mv | inclusion attitudes inclusive education preschool elementary education |
| dc.subject.es-ES.fl_str_mv | inclusión actitudes educación inclusiva enseñanza inicial educación primaria |
| dc.title.none.fl_str_mv | Teachers` attitudes towards inclusive education Actitudes de los docentes acerca de la educación inclusiva |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| dc.type.version.none.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | The first aim of this study is to describe the attitudes of preschool and elementary school teachers from a private school in Montevideo towards inclusive education. Attitude is defined as a set of perceptions, beliefs, positive and negative feelings, and ways of reacting to an educational process in which the main focus is for all learners to achieve learning outcomes. The second aim is to analyze whether these attitudes depend on a teacher’s position, academic background, contact with people with disabilities, educational stage, and years of professional experience. The study had a cross-sectional, descriptive design and utilized the Inclusive Education Opinion Scale instrument. Attitudes were assessed using a 23-item instrument with five response levels on a Likert-type Attitude Scale. The study worked with a non-probability sample of 44 English and Spanish teachers. The results demonstrated positive attitudes towards the foundations of inclusive education and towards inclusive practices. Additionally, the results reflect that Spanish language teachers have more positive attitudes towards the foundations of inclusive education compared to their English language colleagues. Furthermore, more experienced teachers were found to have more positive attitudes towards inclusive measures and practices. No statistically significant differences were found between teachers’ attitudes and the educational stage taught. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | LIBERI_834e202b5bea9a086cafeb452ce4dddd |
| identifier_str_mv | 10.22235/cp.v11i2.1500 |
| instacron_str | Universidad Católica del Uruguay |
| institution | Universidad Católica del Uruguay |
| instname_str | Universidad Católica del Uruguay |
| language | spa eng |
| network_acronym_str | LIBERI |
| network_name_str | LIBERI |
| oai_identifier_str | oai:liberi.ucu.edu.uy:10895/3007 |
| publishDate | 2017 |
| reponame_str | LIBERI |
| repository.mail.fl_str_mv | franco.pertusso@ucu.edu.uy |
| repository.name.fl_str_mv | LIBERI - Universidad Católica del Uruguay |
| repository_id_str | 10342 |
| rights_invalid_str_mv | Derechos de autor 2017 Universidad Católica del Uruguay |
| spelling | Angenscheidt Bidegain, LeticiaNavarrete Antola, Ignacio2017-11-102023-08-31T18:53:32Z2023-08-31T18:53:32Zhttps://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/150010.22235/cp.v11i2.1500https://hdl.handle.net/10895/3007The first aim of this study is to describe the attitudes of preschool and elementary school teachers from a private school in Montevideo towards inclusive education. Attitude is defined as a set of perceptions, beliefs, positive and negative feelings, and ways of reacting to an educational process in which the main focus is for all learners to achieve learning outcomes. The second aim is to analyze whether these attitudes depend on a teacher’s position, academic background, contact with people with disabilities, educational stage, and years of professional experience. The study had a cross-sectional, descriptive design and utilized the Inclusive Education Opinion Scale instrument. Attitudes were assessed using a 23-item instrument with five response levels on a Likert-type Attitude Scale. The study worked with a non-probability sample of 44 English and Spanish teachers. The results demonstrated positive attitudes towards the foundations of inclusive education and towards inclusive practices. Additionally, the results reflect that Spanish language teachers have more positive attitudes towards the foundations of inclusive education compared to their English language colleagues. Furthermore, more experienced teachers were found to have more positive attitudes towards inclusive measures and practices. No statistically significant differences were found between teachers’ attitudes and the educational stage taught. Este estudio tiene como primer objetivo describir las actitudes de los docentes de enseñanza inicial y primaria en un colegio privado de Montevideo sobre la educación inclusiva. Entendiendo como actitud, un conjunto de percepciones, creencias, sentimientos a favor o en contra y formas de actuar ante el hecho educativo que centra su esfuerzo en el logro de los aprendizajes. Un segundo objetivo es analizar si dichas actitudes dependen del cargo como docente, la formación académica, el contacto con personas con discapacidad, la etapa educativa y los años de experiencia profesional. El diseño fue de tipo transversal y descriptivo y el instrumento utilizado, la Escala de Opinión acerca de la Educación Inclusiva. Las actitudes se valoraron a través de un instrumento de 23 ítems, con cinco alternativas de respuesta en la Escala de Actitudes tipo Likert. Se trabajó con una muestra no probabilística de 44 docentes de inglés y español. Los resultados mostraron una actitud favorable hacia los fundamentos de la educación inclusiva y hacia las prácticas inclusivas. Asimismo, reflejan que los docentes de español tienen una actitud más favorable que sus pares de inglés con respecto a los fundamentos de la educación inclusiva. Además, se encontró que los docentes con más experiencia tienen una actitud más favorable en relación con las medidas y prácticas inclusivas. No se hallaron diferencias estadísticamente significativas entre las actitudes de los docentes y la etapa educativa. application/pdfapplication/pdfspaengUniversidad Católica del Uruguayhttps://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1500/1451https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1500/1452Derechos de autor 2017 Universidad Católica del Uruguayinfo:eu-repo/semantics/openAccessCiencias Psicológicas; 2017, Volumen 11 (2); 233-243Ciencias Psicológicas; 2017, Volumen 11 (2); 233-243Ciencias Psicológicas; 2017, Volumen 11 (2); 233-2431688-422110.22235/cp.v11i2reponame:LIBERIinstname:Universidad Católica del Uruguayinstacron:Universidad Católica del Uruguayinclusionattitudesinclusive educationpreschoolelementary educationinclusiónactitudeseducación inclusivaenseñanza inicialeducación primariaTeachers` attitudes towards inclusive educationActitudes de los docentes acerca de la educación inclusivainfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersion10895/30072023-08-31 15:53:32.127oai:liberi.ucu.edu.uy:10895/3007Universidadhttps://www.ucu.edu.uy/https://liberi.ucu.edu.uy/oai/requestfranco.pertusso@ucu.edu.uyUruguayopendoar:103422023-08-31T18:53:32LIBERI - Universidad Católica del Uruguayfalse |
| spellingShingle | Teachers` attitudes towards inclusive education Angenscheidt Bidegain, Leticia inclusion attitudes inclusive education preschool elementary education inclusión actitudes educación inclusiva enseñanza inicial educación primaria |
| status_str | publishedVersion |
| title | Teachers` attitudes towards inclusive education |
| title_full | Teachers` attitudes towards inclusive education |
| title_fullStr | Teachers` attitudes towards inclusive education |
| title_full_unstemmed | Teachers` attitudes towards inclusive education |
| title_short | Teachers` attitudes towards inclusive education |
| title_sort | Teachers` attitudes towards inclusive education |
| topic | inclusion attitudes inclusive education preschool elementary education inclusión actitudes educación inclusiva enseñanza inicial educación primaria |
| url | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1500 https://hdl.handle.net/10895/3007 |
