Discapacitat intel·lectual i educació inclusiva: concepcions i creences de mestres d’Educació Primària acabades de graduar
This study aims to explore the conceptions and beliefs of newly graduated Primary Education teachers regarding intellectual disability and the inclusion of children with this disability in mainstream school settings. Through semi-structured interviews with seven teachers who graduated in the academi...
| Autor: | |
|---|---|
| Tipo de recurso: | tesis de maestría |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/27605 |
| Acceso en línea: | http://hdl.handle.net/10256/27605 |
| Access Level: | acceso abierto |
| Palabra clave: | Educació inclusiva Inclusive education Atenció a la diversitat Attention to diversity Discapacitat intel·lectual Intellectual disability Mestres Elementary school teachers |
| Sumario: | This study aims to explore the conceptions and beliefs of newly graduated Primary Education teachers regarding intellectual disability and the inclusion of children with this disability in mainstream school settings. Through semi-structured interviews with seven teachers who graduated in the academic years 2022–23 or 2023–24, the research examines their knowledge and beliefs about intellectual disability, their evaluation of the training received during their degree, and the challenges and proposals they identify to promote inclusive education in schools. The findings indicate that the teachers hold relatively up-to-date theoretical conceptions of intellectual disability, but perceive their initial training as insufficient to effectively support students with intellectual disabilities. They also highlight several barriers to inclusion, such as a lack of resources, high student–teacher ratios, and limited preparation to implement inclusive strategies like Universal Design for Learning (UDL). The study concludes that it is necessary to improve initial teacher education by embedding an inclusive perspective throughout the curriculum, providing greater support, and transforming school culture to progress towards truly inclusive and high-quality education. |
|---|