Actitudes de los docentes de educación básica hacia la educación inclusiva: una revisión sistemática
DOI:
https://doi.org/10.58299/etc.v31i41.732Palabras clave:
actitud del docente, educación básica, educación inclusivaResumen
La educación inclusiva es un enfoque de la educación que reconoce la diversidad y promueve la igualdad de oportunidades para todos los alumnos, independientemente de sus diferencias individuales. El docente es una pieza clave en la implementación exitosa de la inclusión, debido a que son los encargados de facilitar el aprendizaje y la enseñanza, por tanto, sus actitudes juegan un papel fundamental en el proceso. Por consiguiente, la presente revisión tiene como objetivo sintetizar los estudios sobre las actitudes de los docentes hacia la educación inclusiva. Se efectuó una búsqueda en las bases de datos Scopus, PubMed y Web of Science, arrojando un total de 1129 artículos, desde el 2018 hasta 2023. Posteriormente, a través de un proceso de selección PRISMA, se identificaron 61 artículos que cumplían con los criterios de inclusión. Finalmente, se procedió a evaluar la calidad metodológica, donde se incluyeron 49 artículos en la presente revisión.
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Güler, B., & Turan, S. (2022). Predictors of perceptions of efficacy for inclusive education. Revista on Line de Política e Gestão Educacional, 22(1), 1-17. https://doi.org/10.22633/rpge.v26iesp.1.16510 DOI: https://doi.org/10.22633/rpge.v26iesp.1.16510
Hanley, H., & Garrity, S. (2022) ECCE teachers’ attitudes in Ireland towards including children with special educational needs. Irish Educational Studies. https://doi.org/10.1080/03323315.2022.2135567 DOI: https://doi.org/10.1080/03323315.2022.2135567
Jamsai, P. (2019). thai secondary teacher attitudes towards the inclusion of students with learning disabilities. Humanities & Social Sciences Reviews, 7(1), 478-483. https://doi.org/10.18510/hssr.2019.7154 DOI: https://doi.org/10.18510/hssr.2019.7154
Jury, M., Perrin, A. L., Rohmer, O., & Desombre, C. (2021). Attitudes toward inclusive education: An exploration of the interaction between teachers’ status and students’ type of disability within the French context. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.655356 DOI: https://doi.org/10.3389/feduc.2021.655356
Koliqi, D., & Zabeli, N. (2022). Variables affecting the attitudes of teachers’ towards inclusive education in Kosovo. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2143629 DOI: https://doi.org/10.1080/2331186X.2022.2143629
Kuyini, A. B., Desai, I., & Sharma, U. (2020). Teachers’ self-efficacy beliefs, attitudes and concerns about implementing inclusive education in Ghana. International Journal of Inclusive Education, 24(14), 1509–1526. https://doi.org/10.1080/13603116.2018.1544298 DOI: https://doi.org/10.1080/13603116.2018.1544298
Leonard, N. M., & Smyth, S. (2020). Does training matter? Exploring teachers attitudes towards the inclusion of children with autism spectrum disorder in mainstream education in Ireland. International Journal of Inclusive Education, 26(7), 737-751.
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