Actitudes hacia las personas con discapacidad de estudiantes de la Universidad de Granada

Sánchez, María Tamara Polo; Justicia, María Dolores López

doi:10.5944/reop.vol.17.num.2.2006.11346

Cited by 18 publications

(4 citation statements)

References 3 publications

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“…Hence, society's level of knowledge, beliefs, and attitudes towards disability, defined as negative, stigmatising, or unrealistic attitudes, represents a major barrier to the social inclusion of people with disabilities. Thus, appropriate actions must be undertaken to build effective inclusion [1][2][3][4]. The study of attitudes towards inclusive education (IE) must consider perspectives from all educational stakeholders, including future teachers [5][6][7][8], teaching staff [9][10][11][12][13], children with disabilities' peers [14][15][16][17], and families [18][19][20].…”

Section: Introductionmentioning

confidence: 99%

Female and Rural School Students Show More Positive Attitudes toward Disability during Physical Education Lessons

Rojo-Ramos

Vega-Muñoz

Contreras-Barraza

et al. 2022

IJERPH

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Physical education (PE) lessons offer an excellent opportunity to encourage participation and learning for students with and without disabilities. However, there are still barriers that prevent educative inclusion (EI) from being achieved, with negative attitudes being one of the major issues. This study aimed to explore students without disabilities’ attitudes toward their peers with disabilities in the second stage of Primary Education, examining possible differences according to sex (male or female) and school location (urban or rural). The Scale of Attitudes toward Students with Disabilities in Physical Education–Primary Education (SASDPE-PE), a four-item instrument with a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree), was administered to 545 Spanish students aged 9 to 12 years old. The results revealed that girls and students from rural schools showed more positive attitudes toward their peers with disabilities during the PE lessons; differences were significant in both cases. Thus, according to our findings, the SASDPE-PE is a practical tool to assess attitudes, even after an attitude-change programme. Furthermore, PE attitude-change programmes should be implemented, especially considering male students and those enrolled in urban schools.

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Section: Introductionmentioning

confidence: 99%

Female and Rural School Students Show More Positive Attitudes toward Disability during Physical Education Lessons

Rojo-Ramos

Vega-Muñoz

Contreras-Barraza

et al. 2022

IJERPH

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“…Finally, in order to contrast the nomological validity of the questionnaire, and starting from the hypothesis that those subjects who maintain contact with persons with a disability have more positive attitudes towards them [17,47], we carried out comparisons between subjects with and without contact that confirm the said hypothesis. Various works of research have proved that there exist differences in the attitudes towards persons with a disability with respect to the condition of having contact with them or not [19,51,52]. It is with good reason that programs aimed at changing attitudes to disability stress contact with persons with a disability in order to achieve a positive change in the evaluation of terms referring to persons with a disability and, consequently, in attitudes towards them [31,53].…”

Section: Discussionmentioning

confidence: 99%

Questionnaire for Adolescents to Evaluate Their Attitudes towards Disability

et al. 2020

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The purpose of this article is to create and validate a brief instrument to evaluate attitudes towards persons with disabilities among the adolescent population between 12 and 16 years of age. Disability is currently understood from a contextual perspective (ecological model of disability), as the interaction of a person with her/his surroundings. As part of this interaction, the negative attitudes and expectations towards those with disabilities is still a reason for analysis, as it constitutes one of the main barriers to their inclusion in society. The evaluation of these attitudes in different age groups, using new analytical tools and instruments, is essential for the subsequent design and implementation of intervention measures in order to reverse the said attitudes and improve the collective’s place in society. In this study, there were 1282 participants, students between 12 and 16 years of age. A random selection was carried out, choosing fourteen educational centers in order to analyze the students’ attitudes towards persons with disabilities. The final result was the creation of the CBAD-12A questionnaire, made up of 12 Likert-type items, grouped into three factors: acceptance/rejection, competence/limitation, and equal opportunities. It has been demonstrated that the questionnaire possesses adequate psychometric characteristics, providing research with a new instrument to measure attitudes towards disability. The said questionnaire is useful as a diagnostic and/or predictive measure, allowing us to discover and generate interventions aimed at improving the attitudes of the adolescent population towards those with a disability.

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“…Esto, mediante la motivación intrínseca del docente hacia un compromiso excepcional de utilización de todas las técnicas didácticas y metodologías necesarias para favorecer un aprendizaje significativo(Castillo et al, 2010). Por consiguiente, las barreras de inclusión actitudinales generadas hacia las personas con discapacidad física motriz son de tipo psicológicas y pueden ser identificadas en las actitudes de los docentes universitarios(Sánchez & Justicia, 2006). En adición a lo anterior, la actitud "es una idea cargada de emociones la cual predispone a una clase de acciones ante un determinado tipo de situaciones sociales y consta de tres componentes: la emoción, idea y predisposición a la acción"(Sánchez & Justicia, 2006, p. 197).…”

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La Participación y Discapacidad Física Motriz en Educación Superior de El Salvador.

Echeverría Mayorga,

Alvarenga Valencia,

Flores Fuentes

2023

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El abordaje de la discapacidad como objeto de estudio se ha realizado en múltiples investigaciones, sin embargo, existe un número reducido de estudios enfocados a la medición de las actitudes de los docentes universitarios hacia la participación de personas con una discapacidad especifica. El objetivo del estudio que presentamos es determinar las actitudes de los docentes de tres universidades privadas salvadoreñas hacia la PEDM en los procesos de enseñanza- aprendizaje a nivel superior, para ello se han encuestado 30 docentes universitarios. Los resultados evidencian diferencias significativas entre los docentes a nivel global y los que tenían estudiantes con discapacidad física motriz en sus aulas. Aunque en las universidades se esté apostando por la capacitación de los docentes universitarios en cuanto a temas de inclusión educativa los resultados demuestran el hecho de que no se están logrando los objetivos esperados. Además, estos reflejan la existencia de un número reducido de alumnos con discapacidad física motriz en las universidades salvadoreñas seleccionadas. Las conclusiones apuntan a la necesidad de crear acciones formativas para los docentes universitarios y la importancia de una sensibilización, acompañamiento y adecuaciones curriculares para favorecer a las personas con discapacidad física motriz en el proceso de enseñanza-aprendizaje de educación superior.

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Actitudes hacia las personas con discapacidad de estudiantes de la Universidad de Granada

Cited by 18 publications

References 3 publications

Female and Rural School Students Show More Positive Attitudes toward Disability during Physical Education Lessons

Female and Rural School Students Show More Positive Attitudes toward Disability during Physical Education Lessons

Questionnaire for Adolescents to Evaluate Their Attitudes towards Disability

La Participación y Discapacidad Física Motriz en Educación Superior de El Salvador.

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