Perspectiva caleidoscópica de la inclusión educativa del alumnado con diabetes mellitus tipo 1. la voz de sus protagonistas
Diabetes Mellitus type 1 (DM1) is the second most common chronic disease in childhood and adolescence. Its high incidence and prevalence means that it is highly unlikely that a child with DM1 will be able to be part of a regular classroom. At this point, it is important to remember that inclusive ed...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universidad de Valladolid |
| Repositorio: | UVaDOC. Repositorio Documental de la Universidad de Valladolid |
| OAI Identifier: | oai:uvadoc.uva.es:10324/67120 |
| Acceso en línea: | https://doi.org/10.35376/10324/67120 https://uvadoc.uva.es/handle/10324/67120 |
| Access Level: | acceso abierto |
| Palabra clave: | Educación inclusiva Inclusive education Educational exclusion Exclusión educativa Diabetes Mellitus type 1 Diabetes Mellitus tipo 1 Socioeducational transformatio Transformación socioeducativa 58 Pedagogía |
| Sumario: | Diabetes Mellitus type 1 (DM1) is the second most common chronic disease in childhood and adolescence. Its high incidence and prevalence means that it is highly unlikely that a child with DM1 will be able to be part of a regular classroom. At this point, it is important to remember that inclusive education is a universal right and that schooling is one of the fundamental pillars in the integral development of children, particularly in those situations in which they are dealing with an illness. Therefore, we must defend that the schooling of students with DM1 should not differ from that of other students. However, given the nature and complexity of the treatment required for this pathology, currently, the schooling of these pupils is hindered or obstructed for various causes. It is from this context and with the aim of making the educational reality of students with DM1 visible that the present research emerges. This is a qualitative research study in which, through the biographical narrative method, interviews and life stories have been carried out to give a voice to all the agents involved in the schooling process of students with DM1 —paediatricians, teachers, families and pupils with DM1—. The results reflect a series of barriers that hinder or prevent access to inclusive education: lack of diabetes education, scarcity of guidelines and/or protocols, lack of public policies or regulations, lack of commitment or fear, among others. Likewise, they present some inclusive measures that, on the contrary, facilitate access to inclusive education: committed teaching attitude, school nurse and networking. After analyzing the collected data and discussing them with the documents reviewed in the state of the art, alternatives are proposed that benefit the progress of inclusive education and allow us to contribute to the necessary socio-educational transformation. |
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