Teachers' attitudes and beliefs towards inclusion of students with special education needs in higher education
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Archivos
Fecha
2017
Autores
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Este estudio pretende investigar la actitud de profesores de Inglés como lengua extranjera (EFL)
hacia la inclusión de estudiantes que presentan cualquier tipo de discapacidad en la educación
superior. Además, este estudio tiene como objetivo determinar las estrategias que los profesores
usan cuando trabajan con estos estudiantes, con el fin de lograr la inclusión. Una muestra de tres
profesores participaron en este proyecto con el fin de obtener información respecto de la
inclusión. La primera intervención fue una biografía narrativa guiada en la cual los profesores
debieron contestar algunas preguntas en su lengua materna. Además, los tres profesores
participaron en una entrevista semi estructurada con el fin de elicitar más información respecto
de sus creencias. Finalmente, se llevó a cabo una observación de clases. Los datos recolectados a
través de los instrumentos fueron analizados a través de la Teoría Fundamentada. Los resultados
muestran que los profesores tienen una actitud positiva frente a la inclusión; sin embargo, su
actitud ha sido negativamente influenciada debido a la falta de apoyo que recibieron como
estudiantes de pedagogía en la universidad. Se cree que, con el fin de trabajar con alumnos con
necesidades especiales, los profesores deben ser constantemente capacitados. Un estudio de
mayor profundidad y amplitud es necesario para obtener más información respecto de la actitud
de profesores de Inglés como lengua extranjera en cuanto a la inclusión de estudiantes en la
educación superior.
This study attempts to investigate the attitude of EFL (English as a Foreign Language) teachers towards inclusion of students with any type of impairment in higher education. It also aims to determine the strategies that teachers are using when working with these students, in order to include them. A purposive sample of 3 teachers participated in the project to obtain information regarding inclusion. The first intervention was a guided Biographical Narrative where teachers were requested to answer some questions in their mother tongue. In addition, the three teachers were asked to answer some questions at a semi-structured interview to elicit more information regarding their beliefs. Finally, a class observation was carried out. The data collected from the instruments were analyzed by means of Grounded Theory. Main findings show that teachers have a positive attitude towards inclusion; however, their attitude has been negatively influenced due to the lack of support they received while they were trainee students at university. It is believed that, in order to work with SEN (Special Educational Needs) students, teachers must be regularly trained. A more in-depth and extended study is advised to obtain more insight into EFL teachers’ attitudes towards inclusion in higher education.
This study attempts to investigate the attitude of EFL (English as a Foreign Language) teachers towards inclusion of students with any type of impairment in higher education. It also aims to determine the strategies that teachers are using when working with these students, in order to include them. A purposive sample of 3 teachers participated in the project to obtain information regarding inclusion. The first intervention was a guided Biographical Narrative where teachers were requested to answer some questions in their mother tongue. In addition, the three teachers were asked to answer some questions at a semi-structured interview to elicit more information regarding their beliefs. Finally, a class observation was carried out. The data collected from the instruments were analyzed by means of Grounded Theory. Main findings show that teachers have a positive attitude towards inclusion; however, their attitude has been negatively influenced due to the lack of support they received while they were trainee students at university. It is believed that, in order to work with SEN (Special Educational Needs) students, teachers must be regularly trained. A more in-depth and extended study is advised to obtain more insight into EFL teachers’ attitudes towards inclusion in higher education.
Notas
Tesis (Magíster en Enseñanza del Inglés como Idioma Extranjero)
Palabras clave
Necesidades Educativas Especiales, Enseñanza Superior (Chile), Profesores de Educación Superior (Actitudes), Investigaciones, Chile