Creencias docentes sobre educación inclusiva en el nivel preescolar en una institución educativa de Lima Metropolitana
Fecha
2024
Autores
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Antonio Ruiz de Montoya
Resumen
El objetivo de la investigación es explorar acerca de las creencias sobre Educación Inclusiva en docentes de nivel inicial. Los resultados principales giran en torno a 3 aspectos centrales que forman parte de las creencias docentes, los cuales se relacionan con los componentes cognitivos, conductuales y experienciales. En el aspecto cognitivo, aún se evidencia un entendimiento de la discapacidad y las necesidades educativas especiales asociadas al déficit vinculadas al modelo médico, a un enfoque asistencialista y conceptos poco actualizados. En cuanto a los componentes conductuales, las creencias de las docentes sugieren que para poder generar un ambiente de inclusión idóneo, el docente debe ejecutar adecuadas prácticas inclusivas a través de un trabajo en conjunto con los padres de familia y conocer las limitaciones de su rol. Finalmente, las experiencias previas de inclusión de las participantes sugieren que para poder ejercer un desempeño adecuado y de calidad se requieren de capacitaciones y asesoramiento por parte de la institución que sustituya las carencias de su formación académica, además coinciden al mencionar la necesidad de contar con personal de apoyo idóneo que permita complementar las competencias que se requieren para el manejo del aula.
The objective of the research is to explore beliefs about inclusive education in early childhood teachers. The main results revolve around 3 central aspects that are part of teachers' beliefs, which are related to cognitive, behavioral and experiential components. In the cognitive aspect, there is still evidence of an understanding of disability and special educational needs associated with deficits linked to the medical model, a welfare approach and concepts that are not very up to date. Regarding the behavioral components, the teachers' beliefs suggest that in order to generate a suitable inclusion environment, the teacher must carry out adequate inclusive practices through a joint work with parents and be aware of the limitations of his or her role. Finally, the participants' previous experiences of inclusion suggest that in order to be able to perform adequately and with quality, they require training and advice from the institution to replace the shortcomings of their academic training; they also coincide in mentioning the need to have suitable support staff to complement the skills required for classroom management.
The objective of the research is to explore beliefs about inclusive education in early childhood teachers. The main results revolve around 3 central aspects that are part of teachers' beliefs, which are related to cognitive, behavioral and experiential components. In the cognitive aspect, there is still evidence of an understanding of disability and special educational needs associated with deficits linked to the medical model, a welfare approach and concepts that are not very up to date. Regarding the behavioral components, the teachers' beliefs suggest that in order to generate a suitable inclusion environment, the teacher must carry out adequate inclusive practices through a joint work with parents and be aware of the limitations of his or her role. Finally, the participants' previous experiences of inclusion suggest that in order to be able to perform adequately and with quality, they require training and advice from the institution to replace the shortcomings of their academic training; they also coincide in mentioning the need to have suitable support staff to complement the skills required for classroom management.
Descripción
Palabras clave
Creencia, Educación inclusiva, Educación especial, Niños con discapacidad, Educación inicial, Necesidades educativas, Lima Metropolitana, Área (Perú), Psicología
Citación
Zavala, A. (2024). Creencias docentes sobre educación inclusiva en el nivel preescolar en una institución educativa de Lima Metropolitana [Tesis de pregrado, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. http://hdl.handle.net/20.500.12833/2677