Psychopedagogical Evaluation of the Roles and Teaching Experiences in Colombian Inclusive Educational Practices
Evaluación psicopedagógica de los roles y las experiencias docentes en las prácticas educativas inclusivas colombianas
Avaliação psicopedagógica dos papéis e experiências docentes nas práticas educativas inclusivas colombianasv
| 2024 | |
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disability inclusive education teacher’s experiences narratives basic primary discapacidad educación inclusiva experiencias docentes narrativas básica primaria deficiência educação inclusiva experiências docentes narrativas ensino primário |
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| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
| https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/3675 | |
| Acceso abierto |
| _version_ | 1815178712540250112 |
|---|---|
| author | Buitrago Bejarano, Diana Carolina |
| author_facet | Buitrago Bejarano, Diana Carolina |
| author_role | author |
| collection | LIBERI |
| dc.creator.none.fl_str_mv | Buitrago Bejarano, Diana Carolina |
| dc.date.none.fl_str_mv | 2024-07-11 |
| dc.description.en-US.fl_txt_mv | This study analyzes the experiences of 17 Colombian primary education teachers in caring for students with disabilities, registered in 17 educational institutions in 11 municipalities between 2018 and 2022. Through a narrative design and a questionnaire with open-ended questions, the interactions of these teachers with the educational environment were explored. Twelve psychological and thirteen pedagogical factors were identified, and their impact was examined depending on the types of disabilities and the specific characteristics of the students and educational contexts. The results reveal high variability and subjectivity in these factors, which can both favor and hinder inclusive educational practices. Additionally, the study examines the Individual Plan for Reasonable Adjustments, highlighting significant deficiencies in its implementation and resistance from some school sectors. This underscores challenges in adopting the inclusive education model promoted by the Colombian State. This analysis provides valuable insights for the continuous improvement of inclusive practices in the Colombian educational system. |
| dc.description.es-ES.fl_txt_mv | Este estudio analiza las experiencias de 17 docentes colombianos de educación primaria en la atención a estudiantes con discapacidad, registradas en 17 instituciones educativas de 11 municipios entre 2018 y 2022. Mediante un diseño narrativo y un cuestionario de preguntas abiertas, se exploraron las interacciones de estos docentes con el entorno educativo. Se identificaron 12 factores psicológicos y 13 pedagógicos y se examinó su impacto en función de los tipos de discapacidad y las características específicas de los estudiantes y contextos educativos. Los resultados revelan una alta variabilidad y subjetividad en estos factores, los cuales pueden ser tanto favorecedores como obstaculizadores de las prácticas educativas inclusivas. Adicionalmente, el estudio examina el Plan Individual de Ajustes Razonables, destacando deficiencias significativas en su implementación y resistencia por parte de algunos sectores escolares, lo cual subraya desafíos en la adopción del modelo de educación inclusiva promovido por el Estado colombiano. Este análisis proporciona insights valiosos para la mejora continua de las prácticas inclusivas en el sistema educativo colombiano. |
| dc.description.pt-PT.fl_txt_mv | Este estudo analisa as experiências de 17 docentes colombianos do ensino primário no atendimento a alunos com deficiência, matriculados em 17 instituições de ensino em 11 municípios entre 2018 e 2022. Por meio de um desenho narrativo e de um questionário de perguntas abertas, foram exploradas as interações destes professores com o ambiente educacional. Foram identificados 12 fatores psicológicos e 13 pedagógicos e o seu impacto foi examinado em função dos tipos de deficiência e das características específicas dos estudantes e dos contextos educativos. Os resultados revelam alta variabilidade e subjetividade nesses fatores, o que pode favorecer ou dificultar práticas educativas inclusivas. Além disso, o estudo examina o Plano Individual de Ajustes Razoáveis, destacando falhas significativas na sua implementação e resistência por parte de alguns setores escolares, o que salienta desafios na adoção do modelo de educação inclusiva promovido pelo Estado colombiano. Esta análise fornece insights valiosos para a melhoria contínua das práticas inclusivas no sistema educacional colombiano. |
| dc.format.none.fl_str_mv | application/pdf text/html |
| dc.identifier.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/3675 10.22235/pe.v17i2.3675 |
| dc.language.iso.none.fl_str_mv | spa |
| dc.publisher.es-ES.fl_str_mv | Universidad Católica del Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/3675/3299 https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/3675/3387 |
| dc.rights.es-ES.fl_str_mv | Derechos de autor 2024 Páginas de Educación https://creativecommons.org/licenses/by/4.0 |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.en-US.fl_str_mv | Páginas de Educación; Vol. 17 No. 2 (2024): Páginas de Educación; e3675 |
| dc.source.es-ES.fl_str_mv | Páginas de Educación; Vol. 17 Núm. 2 (2024): Páginas de Educación; e3675 |
| dc.source.none.fl_str_mv | 1688-7468 1688-5287 10.22235/pe.v17i2 reponame:LIBERI instname:Universidad Católica del Uruguay instacron:Universidad Católica del Uruguay |
| dc.source.pt-PT.fl_str_mv | Páginas de Educación ; Vol. 17 N.º 2 (2024): Páginas de Educación; e3675 |
| dc.subject.en-US.fl_str_mv | disability inclusive education teacher’s experiences narratives basic primary |
| dc.subject.es-ES.fl_str_mv | discapacidad educación inclusiva experiencias docentes narrativas básica primaria |
| dc.subject.pt-PT.fl_str_mv | deficiência educação inclusiva experiências docentes narrativas ensino primário |
| dc.title.none.fl_str_mv | Psychopedagogical Evaluation of the Roles and Teaching Experiences in Colombian Inclusive Educational Practices Evaluación psicopedagógica de los roles y las experiencias docentes en las prácticas educativas inclusivas colombianas Avaliação psicopedagógica dos papéis e experiências docentes nas práticas educativas inclusivas colombianasv |
| 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 | This study analyzes the experiences of 17 Colombian primary education teachers in caring for students with disabilities, registered in 17 educational institutions in 11 municipalities between 2018 and 2022. Through a narrative design and a questionnaire with open-ended questions, the interactions of these teachers with the educational environment were explored. Twelve psychological and thirteen pedagogical factors were identified, and their impact was examined depending on the types of disabilities and the specific characteristics of the students and educational contexts. The results reveal high variability and subjectivity in these factors, which can both favor and hinder inclusive educational practices. Additionally, the study examines the Individual Plan for Reasonable Adjustments, highlighting significant deficiencies in its implementation and resistance from some school sectors. This underscores challenges in adopting the inclusive education model promoted by the Colombian State. This analysis provides valuable insights for the continuous improvement of inclusive practices in the Colombian educational system. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | LIBERI_92ef938aa0b8db1e4b0386d33304ac8d |
| identifier_str_mv | 10.22235/pe.v17i2.3675 |
| instacron_str | Universidad Católica del Uruguay |
| institution | Universidad Católica del Uruguay |
| instname_str | Universidad Católica del Uruguay |
| language | spa |
| network_acronym_str | LIBERI |
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| publishDate | 2024 |
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| 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 2024 Páginas de Educación https://creativecommons.org/licenses/by/4.0 |
| spelling | Buitrago Bejarano, Diana Carolina2024-07-11https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/367510.22235/pe.v17i2.3675This study analyzes the experiences of 17 Colombian primary education teachers in caring for students with disabilities, registered in 17 educational institutions in 11 municipalities between 2018 and 2022. Through a narrative design and a questionnaire with open-ended questions, the interactions of these teachers with the educational environment were explored. Twelve psychological and thirteen pedagogical factors were identified, and their impact was examined depending on the types of disabilities and the specific characteristics of the students and educational contexts. The results reveal high variability and subjectivity in these factors, which can both favor and hinder inclusive educational practices. Additionally, the study examines the Individual Plan for Reasonable Adjustments, highlighting significant deficiencies in its implementation and resistance from some school sectors. This underscores challenges in adopting the inclusive education model promoted by the Colombian State. This analysis provides valuable insights for the continuous improvement of inclusive practices in the Colombian educational system.Este estudio analiza las experiencias de 17 docentes colombianos de educación primaria en la atención a estudiantes con discapacidad, registradas en 17 instituciones educativas de 11 municipios entre 2018 y 2022. Mediante un diseño narrativo y un cuestionario de preguntas abiertas, se exploraron las interacciones de estos docentes con el entorno educativo. Se identificaron 12 factores psicológicos y 13 pedagógicos y se examinó su impacto en función de los tipos de discapacidad y las características específicas de los estudiantes y contextos educativos. Los resultados revelan una alta variabilidad y subjetividad en estos factores, los cuales pueden ser tanto favorecedores como obstaculizadores de las prácticas educativas inclusivas. Adicionalmente, el estudio examina el Plan Individual de Ajustes Razonables, destacando deficiencias significativas en su implementación y resistencia por parte de algunos sectores escolares, lo cual subraya desafíos en la adopción del modelo de educación inclusiva promovido por el Estado colombiano. Este análisis proporciona insights valiosos para la mejora continua de las prácticas inclusivas en el sistema educativo colombiano.Este estudo analisa as experiências de 17 docentes colombianos do ensino primário no atendimento a alunos com deficiência, matriculados em 17 instituições de ensino em 11 municípios entre 2018 e 2022. Por meio de um desenho narrativo e de um questionário de perguntas abertas, foram exploradas as interações destes professores com o ambiente educacional. Foram identificados 12 fatores psicológicos e 13 pedagógicos e o seu impacto foi examinado em função dos tipos de deficiência e das características específicas dos estudantes e dos contextos educativos. Os resultados revelam alta variabilidade e subjetividade nesses fatores, o que pode favorecer ou dificultar práticas educativas inclusivas. Além disso, o estudo examina o Plano Individual de Ajustes Razoáveis, destacando falhas significativas na sua implementação e resistência por parte de alguns setores escolares, o que salienta desafios na adoção do modelo de educação inclusiva promovido pelo Estado colombiano. Esta análise fornece insights valiosos para a melhoria contínua das práticas inclusivas no sistema educacional colombiano.application/pdftext/htmlspaUniversidad Católica del Uruguayhttps://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/3675/3299https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/3675/3387Derechos de autor 2024 Páginas de Educaciónhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPáginas de Educación; Vol. 17 No. 2 (2024): Páginas de Educación; e3675Páginas de Educación; Vol. 17 Núm. 2 (2024): Páginas de Educación; e3675Páginas de Educación ; Vol. 17 N.º 2 (2024): Páginas de Educación; e36751688-74681688-528710.22235/pe.v17i2reponame:LIBERIinstname:Universidad Católica del Uruguayinstacron:Universidad Católica del Uruguaydisabilityinclusive educationteacher’s experiencesnarrativesbasic primarydiscapacidadeducación inclusivaexperiencias docentesnarrativasbásica primariadeficiênciaeducação inclusivaexperiências docentesnarrativasensino primárioPsychopedagogical Evaluation of the Roles and Teaching Experiences in Colombian Inclusive Educational PracticesEvaluación psicopedagógica de los roles y las experiencias docentes en las prácticas educativas inclusivas colombianasAvaliação psicopedagógica dos papéis e experiências docentes nas práticas educativas inclusivas colombianasvinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersion10895/46402024-08-04 20:20:57.579oai:liberi.ucu.edu.uy:10895/4640Universidadhttps://www.ucu.edu.uy/https://liberi.ucu.edu.uy/oai/requestfranco.pertusso@ucu.edu.uyUruguayopendoar:103422024-08-04T23:20:57LIBERI - Universidad Católica del Uruguayfalse |
| spellingShingle | Psychopedagogical Evaluation of the Roles and Teaching Experiences in Colombian Inclusive Educational Practices Buitrago Bejarano, Diana Carolina disability inclusive education teacher’s experiences narratives basic primary discapacidad educación inclusiva experiencias docentes narrativas básica primaria deficiência educação inclusiva experiências docentes narrativas ensino primário |
| status_str | publishedVersion |
| title | Psychopedagogical Evaluation of the Roles and Teaching Experiences in Colombian Inclusive Educational Practices |
| title_full | Psychopedagogical Evaluation of the Roles and Teaching Experiences in Colombian Inclusive Educational Practices |
| title_fullStr | Psychopedagogical Evaluation of the Roles and Teaching Experiences in Colombian Inclusive Educational Practices |
| title_full_unstemmed | Psychopedagogical Evaluation of the Roles and Teaching Experiences in Colombian Inclusive Educational Practices |
| title_short | Psychopedagogical Evaluation of the Roles and Teaching Experiences in Colombian Inclusive Educational Practices |
| title_sort | Psychopedagogical Evaluation of the Roles and Teaching Experiences in Colombian Inclusive Educational Practices |
| topic | disability inclusive education teacher’s experiences narratives basic primary discapacidad educación inclusiva experiencias docentes narrativas básica primaria deficiência educação inclusiva experiências docentes narrativas ensino primário |
| url | https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/3675 |
