La percepción social hacia las personas con síndrome de Down: la escala EPSD-1

Abstract

ResumenEn esta investigación, financiada por varias entidades, hemos diseñado un instrumento que permite conocer la percepción que tienen los estudiantes universitarios de Educación Física sobre las personas con síndrome de Down. Al instrumento lo hemos denominado escala de Pecepción Social hacia las personas con síndrome de Down EPSD-1, y en su diseño se recogen importantes variables psicosociales, al tiempo que se busca dar cuenta de sus propiedades para aplicarla a otros contextos. Tras un análisis factorial, ofrecemos diez grandes factores que abordan temas como la exclusión social de las personas con síndrome de Down, su autonomía e independencia, sus relaciones afectivo-sexuales, su aceptación social y educativa, su integración, la actitud familiar, la formación docente y el proteccionismo social hacia estas personas. La muestra inicial la componen 1.796 participantes y los resultados indican que se trata de un instrumento fiable y válido para su aplicación. Esta escala resulta de gran utilidad en el ámbito de las Ciencias Sociales, ofreciendo una relación latente con respecto a la formación inicial que, desde la universidad, se ofrece a los estudiantes universitarios. Mediante una metodología cuantitativa, los resultados muestran que sus propiedades psicométricas son altamente satisfactorias, motivo por el cual sugerimos realizar nuevos estudios longitudinales y transversales a partir de su uso aplicado a diferentes poblaciones, con objeto de profundizar sobre la percepción social hacia las personas con síndrome de Down, aportando datos sobre la tendencia y evolución al respecto en los últimos años. Palabras claveValidación -análisis factorial -síndrome de Down -percepción social.

Validation of the EPACODI-1 Scale: University Students’ Perceptions of Inclusive Education

“…What is noteworthy as well as worrying with respect to factor F2/PA5 is the existence of 17.7% of respondents who responded with levels four and five, stating that they agreed or totally agreed with schooling these students in special education centers, with some of these results being in line with those obtained by other researchers [ 11 , 16 , 53 ]. This fact reinforces the perception of the lack of training received on the rights recognized in the CRPD since it is quite contradictory that a majority of respondents (59.1%) are in favor of the educational inclusion of students with low functional performance in general education centers yet a high percentage also state that students with low functional performance should be schooled in special education centers (17.7%), surely a direct consequence of a lack of training on the convention.…”

“…The study highlights that despite the enormous amount of time that has passed since the ratification of the CRPD by Spain in 2008, the advances in terms of inclusive education advocated by the CRPD [ 1 ] have been few and lax (in some aspects) in terms of its implementation in the practical university training environment, and these results are in line with other studies related to the educational inclusion of people that are discriminated against due to low functional performance at the university level, as shown by [ 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 ], among others [ 14 , 16 , 49 , 50 , 51 , 52 ]. This information contributes greatly to the development of the proposed research objective (OB1) to analyze the personal perception of university students regarding the rights of...…”

“…The information was collected using a quantitative instrument (in digital and printed versions) called EPACODI-1, a scale of university students’ perceptions of the training received on the UN International Convention on the Rights of Persons with Disabilities, which was created ad hoc following the recommendations of, among others, [ 19 , 20 , 21 ]. The creation and design of the research instrument were based on the EPSD-1 scale [ 16 ].…”

“…Therefore, if we take into account that training is a fundamental pillar for creating inclusive, fair, equitable, and democratic societies, as stated by [ 12 , 13 ], among others, it is reasonable to think that all the training knowledge acquired by future teachers in this area (as education professionals) will have a fundamental influence on the development and subsequent practice of their profession, as stated by, among others, [ 9 , 10 , 11 , 14 , 15 , 16 ], which is why this research has been carried out.…”

Escala Intercultural de Concepções de Deficiência: Construção e Estudos Psicométricos

“…Por sua vez, no mundo árabe, mais especificamente na Jordânia, encontram-se: a SADP (Antonak, 1980), voltada ao estudo das atitudes sociais em relação à PcD; a ATIES (Wilczenski, 1992), que também avalia percepções e atitudes dirigidas à PcD, porém relacionadas ao contexto educacional; a ATDP (Yuker & Block, 1986), que pesquisa percepções e atitudes em relação às pessoas com deficiência, o que o configura como um material amplamente disseminado, uma vez que foi traduzido em vários idiomas; a SDS (Borgardus, 1933), que se volta à compreensão de estigmas e ao distanciamento social, apoiados em possíveis processos de exclusão vivenciados pelas pessoas com deficiência intelectual; e a AAS (Gillespie-Lynch et al, 2015), que enfoca nas concepções sociais sobre o autismo. Já nas publicações em castelhano, identificaram-se: a EVT (Díaz et al, 1997), a qual busca avaliar os termos associados à deficiência e os relaciona com possíveis atitudes; a EVTAD (Díaz & Rodríguez, 1999), que possui uma versão revisada e ampliada da EVT (Díaz et al, 1997), a qual procura identificar termos associados à deficiência, relacionando-os a atitudes positivas e/ou negativas frente às pessoas com deficiências; e a EPSD-1 (Saorín et al, 2012), que visa a identificar percepções sociais sobre as pessoas com síndrome de Down.…”