Abstract
The current public policies in education matters of the Chilean State have declared within their focus the educational inclusion and a new public quality education that offers the best opportunities to all its inhabitants, especially to the most vulnerable socially, culturally and economically. In this way, it takes the international commitment mandated by the United Nations in the 2030 Agenda for Sustainable Development, in particular the Sustainable Development Goal 4, whose objective is to guarantee an inclusive and equitable quality education and to promote opportunities of permanent learning for all. The objective of this investigation considers studying the attitudes of pedagogy students to promote the inclusive school's development. It is necessary, therefore, to know what they think and feel one of their main actors that will lead these changes, future teachers. This study was developed under a quantitative, multivariate, descriptive and correlational model of the phenomenon based on the general perceptions of the sample according to the studied construct. The data collection was carried out through the adaptation to the Chilean reality of the “Questionnaire for future Secondary Education teachers about perceptions of attention to diversity” (Colmenero & Pegalajar, 2015). The results show a positive perception towards inclusion of students, but it is necessary materialized them in a better initial teacher training and in real inclusion practices.
Highlights
Since the middle of the last century educational systems around the world have increased with varying intensities and through various mechanisms—their ability to integrate more students
We can affirm that having a positive reach (84.7%) in the perception towards educational inclusion, this showed significant differences in the different variables that compose it, where the most positive perception is on the elements that condition and define educational inclusion (96.6%), followed by the perception of teacher training in relation to educational inclusion (71.3%), leaving in last place the perception of training teaching practices towards educational inclusion, where students show a reach lowest (65.5%)
The consideration of a construct composed of variables of different nature, showed that each one of the variables has a certain weight with which its membership and consideration in the measurement carried out is confirmed, the variable with the greatest weight being the educational practice towards inclusion education that represents 77.6% of the global concept, followed by teacher training in relation to educational inclusion that represents 67.4% and the conditioning elements of the educational inclusion process, which only represent 41.8% of the concept
Summary
Since the middle of the last century educational systems around the world have increased with varying intensities and through various mechanisms—their ability to integrate more students. 2. The Context of Inclusion Policy in Chile The international agreements in force in Chile allow the quality of education to be assumed, at least in general terms, as the condition of the training processes that allow the incorporation of the members of the social framework to the socio-cultural codes and understandings, in order to favor their dignified and active participation in society, being able to contribute in a real way to the permanent and effective improvement of democratic coexistence (UNICEF, 1994; UNESCO, 1990), which has been extensively worked on in specialized documents on the subject (UNESCO-OEI, 2005; Delors, 1996; UNESCO/UNICEF, 2008, among others). Within a stage of profound social changes we must not forget to include them in the new public policies and within the Social Agenda in favor of a better education and based on the rights of all
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