Representaciones sociales que tienen los diferentes actores del contexto educativo acerca de las necesidades educativas especiales en el marco de la educación inclusiva
Inclusive education is an issue that has been gaining strength in recent years; Currently, there is a greater interest in learning about this, which is reflected in the present research, which aims to identify the Social Representations that the different actors of the educational context have about...
| Autor Principal: | Espinal Villegas, Judy Alejandra |
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| Otros Autores: | Piedrahita Montoya, Daniela Estefany, Reyes Castro, Eliza Stephanny |
| Formato: | info:eu-repo/semantics/bachelorThesis |
| Idioma: | spa |
| Publicado: |
Educación, Ciencias Humanas y Sociales
2019
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| Materias: | |
| Acceso en línea: |
Espinal, J., Piedrahita, D. & Reyes, E. (2019). Representaciones sociales que tienen los diferentes actores del contexto educativo acerca de las necesidades educativas especiales en el marco de la educación inclusiva. (Trabajo de grado Licenciatura en Educación Preescolar). Universidad de San Buenaventura Colombia, Facultad de Educación, Medellín |
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| Sumario: |
Inclusive education is an issue that has been gaining strength in recent years; Currently, there is a greater interest in learning about this, which is reflected in the present research, which aims to identify the Social Representations that the different actors of the educational context have about the Special Educational Needs within the framework of Inclusive Education in two institutions of the city of Medellín. This was based on a qualitative approach, based on a phenomenological study and the implementation of survey and testimony techniques and oral history, which allowed us to collect information to compare and analyze the results, allowing access to conclusions where inclusive education is not included. completely far from reality, it has been found that most of the actors belonging to an educational community demonstrate an attitude of welcome, active, solidarity, social commitment towards the inclusion of children with special educational needs, which day by day they attend the regular classrooms that open their doors to provide an equitable education in equal rights, a quality education, where everyone eliminates prejudices and negative attitudes, ready to attend to the special educational needs of each child from the possibilities of their position. Elements that lead to build a knowledge of social reality about SEN within the framework of Inclusive Education being the subject of interest in this research |
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