Percepción de la calidad de vida en personas con discapacidad y su relación con la educación

Abstract

RESUMEN: La formación y experiencias positivas previas son fundamentales para una adecuada percepción de competencia, confianza y actitud positiva para la inclusión de alumnos con discapacidad en educación física. Este trabajo analiza la fiabilidad de una escala aplicada al contexto español para evaluar las creencias de autoeficacia para atender a alumnos con discapacidad intelectual, física y visual, mostrando excelentes valores de fiabilidad y consistencia interna la Escala de Autoeficacia en Profesores de Educación Física hacia Alumnos con Discapacidad (EA-PEF-AD). Los 102 profesores que participaron en el estudio mostraron además niveles de autoeficacia más altos (p<0.001) a medida que habían tenido formación y experiencias profesionales previas. Los resultados del presente trabajo confirmarían la idoneidad de llevar a cabo programas formativos para profesores de educación física en activo, preferiblemente con contacto con personas con discapacidad. Palabras clave: enseñanza, competencia, actitud. Self-efficacy of Physical Education teachers toward inclusion of students with disabilities and regarding their previous training and experiences ABSTRACT: Previous training and past positive experiences are key factors to develop an adequate self-competence, self-confidence and positive attitudes toward inclusion of students with disabilities into physical education. This study analyses the reliability of a Spanish version of the Self-Efficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities (SE-PETE-D). One-hundred and two physical education professors participated in this study. Results indicated that professors scored higher on self-efficacy (p<0.001) if they received previous training in adapted physical education or they had previous professional experiences on this regard. Our results recommend providing training opportunities for physical educators who are currently working in schools, with the involvement of persons with disabilities.

Perception and Attitude of Teachers towards the Inclusion of Students with Hearing Disabilities

“…Authors [13,14] point out that one of the main demands of students with hearing disabilities is to feel included and accepted in their school context. For this reason, apart from the educational adaptations and methodological orientations that are carried out, the centers must focus on improving the relationships which the students establish with their peers and other members of the school community.…”

Actions for the implementation of inclusive processes in higher education institutions

“…Por una parte, los EsD en instituciones de educación superior son escasos y quienes ingresan se enfrentan a limitaciones arquitectónicas, pedagógicas, organizativas, conductuales y/o actitudinales. La inflexibilidad de los académicos, la falta de capacitación al personal y la poca accesibilidad son las principales barreras (Castro et al, 2016). A pesar de las leyes actuales, existe un vacío caracterizado por la ausencia de una normativa y políticas inclusivas al interior de los planteles.…”

Primary School Teachers’ Perception of Low Functioning Students: Validation of the EPREPADI-1 Scale

“…why they act in one way or another. Likewise, as the purpose of the research is to find out the perception that teachers hold regarding their own professional practice, the scale designed is a type of survey developed following the theoretical indications for these scientific studies in the social sciences (Castro et al, 2016). By virtue of the specialised literature, having a representative number of the population, it will be possible to infer whether teachers in the Region of Murcia give due fulfilment to the exercise of their teaching work (at a general level).…”