El contacto y la información como motor de cambio hacia una educación inclusiva

  1. Simón Medina, Natalia 1
  2. Abellán López, María Ángeles 2
  1. 1 Universidad de Castilla-La Mancha
    info

    Universidad de Castilla-La Mancha

    Ciudad Real, España

    ROR https://ror.org/05r78ng12

  2. 2 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Journal:
Revista de Sociología de la Educación-RASE

ISSN: 2605-1923

Year of publication: 2023

Issue Title: Monográfico "Alimentación, sociedad y educación: una mirada internacional" y Misceláneo

Volume: 16

Issue: 2

Pages: 198-214

Type: Article

DOI: 10.7203/RASE.16.2.26326 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Revista de Sociología de la Educación-RASE

Abstract

Research on inclusive education shows that increasing the knowledge and contact of future teachers with people with disabilities positively favours their attitudes towards a better development of classroom work with children with disabilities. The aim of this research is to study the attitudes of future teachers towards students with disabilities and to examine the influence of certain socio-demographic variables such as age, sex and speciality. The quantitative methodology has been articulated through a questionnaire composed of 31 items for a non-probabilistic sample of 400 students of the Master’s Degree in Teacher Training in Secondary Education. The procedure consisted of a bivariate analysis using t-tests for equality of means and Spearman correlations, based on the Scale of Attitudes towards People with Disabilities (EAPD) by Arias et al., (2016). The software used is IBM SPSS Statistics 24.0. The findings show that training and contact with people with disabilities can reduce the uncertainties and insecurities of future teachers, enhancing inclusive education and improving teachers’ professional competences.

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Data source: Dialnet