The performance of school integration according to the perception of specialist teachers in therapeutic pedagogy
The main purpose of this article is to analyse the perception that specialist teachers in therapeutic pedagogy have of the integration of students with specific needs for educational support. Diverse groups of students are differentiated. More specifically, it aims to know how teachers perceive stud...
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Published in | Psicothema Vol. 22; no. 4; pp. 797 - 805 |
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Main Authors | , , , , |
Format | Journal Article |
Language | Spanish |
Published |
Spain
01.11.2010
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Subjects | |
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Abstract | The main purpose of this article is to analyse the perception that specialist teachers in therapeutic pedagogy have of the integration of students with specific needs for educational support. Diverse groups of students are differentiated. More specifically, it aims to know how teachers perceive students' performance and participation, and also certain attitudes towards the students (acceptance, involvement of fellow students…). Teachers' opinions of various measures to improve integration are also analysed as are the diverse preferred means of schooling and support. For this purpose, a 114-item Lickert-type questionnaire, with 8 additional personal identification items, was used. The sample comprised 106 specialist teachers who work in Asturias, out of an entire sample of 406. The results reveal that specialist teachers do not perceive the same attitudes in the different groups studied. Students with behaviour disorders are the most rejected and the ones from whom teachers can expect the least. The group of ethnic minorities needs to improve family involvement. The specialists demand more human and physical resources and most of them think that ordinary centres provide the most suitable form of schooling. |
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AbstractList | The main purpose of this article is to analyse the perception that specialist teachers in therapeutic pedagogy have of the integration of students with specific needs for educational support. Diverse groups of students are differentiated. More specifically, it aims to know how teachers perceive students' performance and participation, and also certain attitudes towards the students (acceptance, involvement of fellow students…). Teachers' opinions of various measures to improve integration are also analysed as are the diverse preferred means of schooling and support. For this purpose, a 114-item Lickert-type questionnaire, with 8 additional personal identification items, was used. The sample comprised 106 specialist teachers who work in Asturias, out of an entire sample of 406. The results reveal that specialist teachers do not perceive the same attitudes in the different groups studied. Students with behaviour disorders are the most rejected and the ones from whom teachers can expect the least. The group of ethnic minorities needs to improve family involvement. The specialists demand more human and physical resources and most of them think that ordinary centres provide the most suitable form of schooling. |
Author | Álvarez-Hernández, Marina Álvarez-Martino, Eva Castro-Pañeda, Pilar Torres-Manzanera, Emilio Campo-Mon, Ma Ángel |
Author_xml | – sequence: 1 givenname: Ma Ángel surname: Campo-Mon fullname: Campo-Mon, Ma Ángel email: macampo@uniovi.es organization: Universidad de Oviedo, Facultad de Ciencias de la Educación, Oviedo, Spain. macampo@uniovi.es – sequence: 2 givenname: Pilar surname: Castro-Pañeda fullname: Castro-Pañeda, Pilar – sequence: 3 givenname: Eva surname: Álvarez-Martino fullname: Álvarez-Martino, Eva – sequence: 4 givenname: Marina surname: Álvarez-Hernández fullname: Álvarez-Hernández, Marina – sequence: 5 givenname: Emilio surname: Torres-Manzanera fullname: Torres-Manzanera, Emilio |
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SubjectTerms | Adult Attitude Child Child Behavior Disorders - psychology Disabled Children Faculty Female Humans Intellectual Disability - psychology Interpersonal Relations Mainstreaming (Education) - methods Male Middle Aged Professional Practice Social Perception Spain Surveys and Questionnaires |
Title | The performance of school integration according to the perception of specialist teachers in therapeutic pedagogy |
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