Inclusive education of the diversity in the basic school: opinions of the teachers of state of Sonora, México

Author(s):

Reyna Campa(submitting)Blanca Valenzuela(presenting)Manuela Guillen(presenting)

Conference:

ECER 2014

Network:

11. Educational Improvement and Quality Assurance

Format:

Paper

Session Information

11 SES 06 B, Students’ and Teachers’ Perceptions of Quality of Education

Paper Session

Time:

2014-09-03

15:30-17:00

Room:

B232A/B Sala de Aulas

Chair:

Rita Birzina

Contribution

The inclusive education constitutes an innovative and inexcusable in a vision based education in the diversity, implies the acceptance and appreciation of the differences and acknowledgement to all the children’s as persons with rights (Casanova, 2011). This acknowledgement of the diversity carries the compromise of offer an education for all in opportunities equality.

The person need of interaction with others for theirs development and training; is through to the education that the persons constitute to the fullest human. This humanized character give to the education a value and it´s constitutes to elemental human right for the all people (Tuvilla, 1998).

Sarlé (2000), say that basic education is a milestone in the life of the persons, it represents the transition of the children’s to public land and is a unique experience of meeting with other adults and children’s. Attendance and inclusion of children’s at the basic education their will possessors of skill multiplies and their experiences is for it that pedagogic relation is very important for the constructions of learnings news in school environment and life.

UNESCO defines inclusion precisely thus: “as a process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion within and from education. It involves changes and modifications in content, approaches, structures and strategies, with a common vision which covers all children of the appropriate age range and a conviction that it is the responsibility of the regular system to educate all children.

The society is characterized for a diversity growing, in our education system is present a person’s variety such as “language, culture, religion, gender, sexual preference, economy, country, special educational needs, etc.” (Arnáiz, 2003).

The inclusion in this context puts emphasis in the school and the learnings. Involves the entire academic community in which operates. The teaching strategies have to benefit effectively in their learning. The curriculum is taking as educational tool flexible and dynamic, from which they must be performed the necessary modifications for the children in particularity. Therefore, the work of inclusive schools is detected and reduces the barrier for the learning and participation (SEP, 2009).

The principal objective in this study is identifying the relation between attitudes and teaching practice to inclusive educations of the basic education teachers of the state Sonora, México. The finality is generating improvement proposals in this academic world.

Method

This present study is exploratory and descriptive, used a mixed methodology (cuantitativa-cualitative). Participants. The total sample was formed for 161 teacher’s basic education, residents of the state Sonora, México. Instruments. Was performed focus group and applied the questionnaire-scale on the integration and inclusion of the people with special educational needs and diversity (Gento, 2008). Was evaluated the following aspect: attitude of integration and inclusion, culture of diversity and teaching practice. Procedure. The application of the questionnaire and focus group was performed in the municipality of Guaymas, Empalme, Hermosillo y Ures, of the state Sonora, México. Later the dates were analyzed in the programs statistic SPSS version 19.00 and Atlasti.

Expected Outcomes

It can be concluded that it met the objectives of the study, it can be noted in the results that there is a significant relationship between attitudes and teaching practice, just as there is a culture of diversity in the classroom, we can also point out some essential information such as ongoing training, personal resources and the provision of material resources such as adequate infrastructure in schools. These requirements are consistent with investigations raised by Gento (2006) and Valenzuela, Campa and Guillén (2013) , suggest that favorable attitudes when required and suitable materials , personal and functional resources to meet each student according to their characteristics and needs. This allows us to conclude that a favorable attitude towards the inclusion of people with special needs and various necessary, require a range of resources such as materials, personnel, methodological and organizational and planning. Another important point which leads to this type of study is to highlight the importance of factors such as the training of teachers and other professionals. Some proposals for future research would be , to involve all educational stakeholders (teachers, students and parents ) to know their views and suggestions for improving inclusive education as well as develop intervention programs for improving attitudes and innovative activities in the teaching-learning process .

References

Arnaiz, P. (2003). Educación Inclusiva: Una escuela para todos. Málaga: Editorial Aljibe. Casanova, M. (2011). Educación Inclusiva: un modelo de futuro. Edit. Wolters Kluwers: España. Gento, S. (2006). Propuesta para una acción educativa de calidad en el tratamiento educativo de la diversidad. Revista Complutense de Educación. Vol. 17, No. 2, p.p. 13-34. ISSN 1130-2496. Recuperado Octubre 2012 en revistas.ucm.es/index.php/RCED/article/download/.../15786 Sarlé, P. (2010). Hacer visible la inclusión en el Nivel Inicial. Inclusión Educativa: El Desafío de enseñar y aprender diversidad. Dirección de Educación Inicial: Consejo General de Educación. Gobierno entre Ríos. Recuperado septiembre 2012 en www.entrerios.gov.ar/.../1 Inclusión-Educativa-Eldesafío de-enseñar-y-aprender. Secretaria de Educación Pública (SEP). (2009). Antología de Gestión Escolar. Recuperado Septiembre 2012 en http://www.sep.gob.mx/work/models/sep1/Resource/126652/1/ANTOLOGIAGES TION.pdf Tuvilla, J. (1998). Derechos Humanos en el aula: Documentos y actividades. Junta de Andalucia. Consejería de Educación y Ciencia. Recuperado Octubre 2012 en http://213.0.8.18/portal/Educantabria/RECURSOS/Materiales/Biblinter/DDHH_au la.pdf UNESCO (2005). Educación para Todos. El Imperativo de la Calidad. París: UNESCO. Valenzuela, B., Campa, R. y Guillen, M. (2013). Diversidad e Inclusión Educativa: Requisitos para la Atención en el Contexto de Educación Superior. Memoria en Extenso del XII Congreso Nacional de Investigación Educativa.

Author Information

Reyna Campa (submitting)

University of Sonora

Psychology and Communication Sciences

Hermosillo, Sonora

Blanca Valenzuela (presenting)

University of Sonora

Hermosillo

Manuela Guillen (presenting)

University of Sonora

Social Sciences

Hermosillo Sonora

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