Teachers’ attitudes towards the inclusion of students with disabilities
Since 2010, there exists a legal framework in Uruguay that declares the equality of opportunities for people with disabilities. However, legal impositions don’t change a teacher’s behavior in class. This study has been carried out with the objective of discovering the attitudes of the teachers in or...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Uruguay |
| Institución: | Universidad Católica del Uruguay |
| Repositorio: | LIBERI |
| Idioma: | español inglés |
| OAI Identifier: | oai:liberi.ucu.edu.uy:10895/5472 |
| Acceso en línea: | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/2107 https://hdl.handle.net/10895/5472 |
| Access Level: | acceso abierto |
| Palabra clave: | inclusion attitudes inclusive education primary education disability inclusión actitudes educación inclusiva educación primaria discapacidad |
| Sumario: | Since 2010, there exists a legal framework in Uruguay that declares the equality of opportunities for people with disabilities. However, legal impositions don’t change a teacher’s behavior in class. This study has been carried out with the objective of discovering the attitudes of the teachers in order to understands their predisposition to act and have an intervention proposal in class that considers diversity. The studied population is comprised of 42 primary school teachers from state schools, located in rural towns and cities in Uruguay. The Scale for Attitudes Toward People with Disabilities was used (Verdugo, Arias & Jenaro, 1992). A statistically significant relationship was found between the teachers’ initial training and their general attitude, personal implication and acknowledgement/denial of rights. |
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