Abstract
The culture of learning that defines Web Society converges to the construction of a new educational model, featured by the diversity and plurality of individuals. However, the normality standards are socially established accentuate the problem that stigmatizes the universe of deficiency, which relates it to incapacity or ineffectiveness. The objective of this article is to comprehend the learning processes circumscribed to the universe of people with hearing and visual impairments along with people without deficiencies. Therefore, it is utilized by the qualitative research supported by the Focus Group technique. Based on the Situated Cognition Theory and Jungian Symbolic Pedagogy, the participants’ perceptions are analyzed in three different focal groups. It is possible to reframe the concept of inclusion by indicating that learning difficulties are not directly connected to the deficiency, but indeed come from the shadow formed in unconsciousness. The inclusive proposals must overcome the paradigm of dominantly rational learning and include wider dimensions that also form the totality of being.
Highlights
Among global scale transformations in several aspects, such as cultural, economic and social, new perspectives and challenges emerge in education, and old problems are highlighted against the modifications generated andHow to cite this paper: Obregon, R. de F
The questions were classified in two levels: individual, having as theoretical basis the approach of Jungian Symbolic Pedagogy (JSP), and the group level proposed according to which advocates the Theory of Situated Cognition (TSC), in a total of twenty-one (21) questions: Individual level—Initially, questions 1 and 2 priorizes free expression
According to the profile of each group, the technique of focus group was conducted at three different times, providing opportunities to cover various conditions that may be relevant and involved with the present topic
Summary
Among global scale transformations in several aspects, such as cultural, economic and social, new perspectives and challenges emerge in education, and old problems are highlighted against the modifications generated and. How to cite this paper: Obregon, R. de F. Focal Group Technique: Overcoming Normality Standards While Comprehending Inclusive Learning. Learning and creating knowledge become the most important sources of competitive sustainable advantage in the knowledge economy. The search for new learning possibilities is demanded by professionals from several knowledge areas (Barney, 1991; Spender, 1996; Boisot, 1995; Teece, 2000; Barney & Hesterly, 2006)
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