Debate Related To Scholar Inclusion: A Boethical Approach

Abstract

The objective of this paper is twofold. On the one hand, to approach the topic of School Inclusion of students with Intellectual Disabilities and secondly to measure the axiological variables that intervene in this process, from Bioethics taking into account its principles and theoretical constructs that intervene. As objectives we set ourselves: To know the points of view of the principles of Autonomy, Justice, Beneficence and Not Maleficence, as well as the theoretical constructions of Satisfaction and Evaluation of the Inclusion that three of the groups studied. An applied, descriptive, correlational and transversal study was carried out, as recommended by the research methodology texts. A questionnaire was designed for this research on the ethical evaluation of the school inclusion of students with intellectual disabilities. This questionnaire consists of 27 items on a Likert scale with five possible answers. The questionnaire was applied to a sample of three groups: teachers of students with special educational needs (intellectual disability), parents of these students and co-learners. From the results obtained it can be concluded that there are significant differences in the four bioethical principles (Autonomy, Justice, Beneficence and No Maleficence), and in the constructs (Satisfaction and Assessment of Inclusion) except for the variable Assessment of Inclusion between the Co-learners and Parents groups. The preeminence that in each group studied tends towards one or another principle of bioethics or one of the theoretical bioethical constructs, gives us the measure of the vision that each group has of the inclusive phenomenon in question.