Evaluación de la actitud del profesorado de educación física ante alumnos con Necesidades Educativas Especiales

Abstract

ResumenEl presente estudio analiza cómo es la actitud de los profesores de Educación Física ante Alumnos con Necesidades Educativas Especiales, en relación a la titulación, edad y sexo. La metodología es cuantitativa y transversal, con una muestra de 40 profesores de la Comunidad de Madrid de Primaria y Secundaria. Para el análisis de los resultados se ha optado por un análisis bivariable a través de tablas de contingencia, dando como resultado una relación moderada entra la variable actitud con la edad (Ø= .449), sexo (Ø= .411) y titulación (Ø= .422) siempre que Ø= .25-.5. Se llega a la conclusión de que existen difficultades hacia la atención a la diversidad.

Teachers’ Attitudes toward Educational Inclusion in Spain: A Systematic Review

“…Of the eighteen studies that analyzed the influence of gender, seven found that women tend to be more positive [20][21][22][23][24][25][26] and four found that men have better attitudes [27][28][29][30].…”

“…Nevertheless, in ten studies the attitudes are mixed: five of them are in-service teachers' studies [26,33,35,44,50], three are pre-service teachers' research [24,37,57], another one is a mixed study with in-service and preservice teachers [61], and the last one that found mixed attitudes was conducted just with special education teachers [32]. In three other cases, teachers' attitudes toward inclusion tended to be even negative [22,30,52].…”

“…Although this relation has only been analyzed in two studies, both have found better attitudes in special education teachers [28,42]. Additionally, other studies highlight some teachers' beliefs that go against inclusion, such as the fact that just special education specialists should be in charge of the education of students with functional diversity [22,26,52], or that inclusion involves "added" work to the regular teachers [26,43,56].…”