Percepción de los docentes hacia el proceso de inclusión de estudiantes con necesidades educativas especiales en aulas multigrado del municipio de Uribia, La Guajira.

The purpose of this study was to identify the perceptions of the elementary school teachers of the Center Ethnoeducativo Rural Integral (CEIR) Katanaman towards the inclusion of boys, girls and young people with SEN in multigrade classrooms. The research included the participation of the 8 professor...

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Autores:: Barliza Ipuana, Jessica

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2021

Institución:: Universidad Antonio Nariño

Repositorio:: Repositorio UAN

Idioma:: spa

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dc.title.es_ES.fl_str_mv	Percepción de los docentes hacia el proceso de inclusión de estudiantes con necesidades educativas especiales en aulas multigrado del municipio de Uribia, La Guajira.
title	Percepción de los docentes hacia el proceso de inclusión de estudiantes con necesidades educativas especiales en aulas multigrado del municipio de Uribia, La Guajira.
spellingShingle	Percepción de los docentes hacia el proceso de inclusión de estudiantes con necesidades educativas especiales en aulas multigrado del municipio de Uribia, La Guajira. Inclusión Necesidades Educativas Especiales Actitud Percepción Inclusión Special Educational Needs Attitude Perception
title_short	Percepción de los docentes hacia el proceso de inclusión de estudiantes con necesidades educativas especiales en aulas multigrado del municipio de Uribia, La Guajira.
title_full	Percepción de los docentes hacia el proceso de inclusión de estudiantes con necesidades educativas especiales en aulas multigrado del municipio de Uribia, La Guajira.
title_fullStr	Percepción de los docentes hacia el proceso de inclusión de estudiantes con necesidades educativas especiales en aulas multigrado del municipio de Uribia, La Guajira.
title_full_unstemmed	Percepción de los docentes hacia el proceso de inclusión de estudiantes con necesidades educativas especiales en aulas multigrado del municipio de Uribia, La Guajira.
title_sort	Percepción de los docentes hacia el proceso de inclusión de estudiantes con necesidades educativas especiales en aulas multigrado del municipio de Uribia, La Guajira.
dc.creator.fl_str_mv	Barliza Ipuana, Jessica
dc.contributor.advisor.spa.fl_str_mv	Curiel Gómez, Rebeca Yaneth
dc.contributor.author.spa.fl_str_mv	Barliza Ipuana, Jessica
dc.subject.es_ES.fl_str_mv	Inclusión Necesidades Educativas Especiales Actitud Percepción
topic	Inclusión Necesidades Educativas Especiales Actitud Percepción Inclusión Special Educational Needs Attitude Perception
dc.subject.keyword.es_ES.fl_str_mv	Inclusión Special Educational Needs Attitude Perception
description	The purpose of this study was to identify the perceptions of the elementary school teachers of the Center Ethnoeducativo Rural Integral (CEIR) Katanaman towards the inclusion of boys, girls and young people with SEN in multigrade classrooms. The research included the participation of the 8 professors who they currently work in elementary school. The methodology used to achieve the objectives was quantitative research, a questionnaire was applied to the participants through a Google form that featured 12 statements about how teachers understand the inclusion, but also this author sought to know results are the main obstacles to implement inclusion in multigrade classrooms.
publishDate	2021
dc.date.accessioned.none.fl_str_mv	2021-08-31T15:15:32Z
dc.date.available.none.fl_str_mv	2021-08-31T15:15:32Z
dc.date.issued.spa.fl_str_mv	2021-06-01
dc.type.spa.fl_str_mv	Trabajo de grado (Pregrado y/o Especialización)
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dc.identifier.bibliographicCitation.spa.fl_str_mv	Acedo, Ferrer & Pamies. (2009). Inclusive education: Open debates and the road ahead. Prospects, 39(3), p. 227–238. Ainscow, M. (2005). Developing inclusive education systems: what are the levers for change? Journal of Educational Change, 6(2), p. 109–124. Akrami, Ekehammar, Claesson & Sonnander. (2006). Classical and modern prejudice: Attitudes toward people with intellectual disabilities. Research in Developmental Disabilities, 27(6), p. 605–617. Alghazo, Gaad, & El. (2004). General education teachers in the United Arab Emirates and their acceptance of the inclusion of students with disabilities. British Journal of Special Education, 31(2), p. 94–99. Alur, M., & Timmons, V. (2009). Inclusive education across cultures: Crossing boundaries, sharing ideas. SAGE Publications India. Mathura Road, New Delhi Anastasiou, D. & Kauffman, M. (2011). A social constructionist approach to disability: Implications for special education. Exceptional Children, 77(3), p. 367–384. Armstrong, F. & Barton, L. (2008). Policy, experience and change and the challenge of inclusive education: the case of England. In Policy, experience and change: cross-cultural reflections on inclusive education, (12), p. 5–18. Springer. Artavia, J. (2005). Actitudes de las docentes hacia el apoyo académico que requieren los estudiantes con necesidades educativas específicas. Revista Pensamiento Actual, 5(6), p. 61–70. Avramidis, Bayliss, & Burden, (2000). A survey into mainstream teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school in one local education authority. Educational Psychology, 20(2), p. 191–211. Avramidis, E. & Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion. European Journal of Special Needs Education, 22(4), p. 367–389
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identifier_str_mv	Acedo, Ferrer & Pamies. (2009). Inclusive education: Open debates and the road ahead. Prospects, 39(3), p. 227–238. Ainscow, M. (2005). Developing inclusive education systems: what are the levers for change? Journal of Educational Change, 6(2), p. 109–124. Akrami, Ekehammar, Claesson & Sonnander. (2006). Classical and modern prejudice: Attitudes toward people with intellectual disabilities. Research in Developmental Disabilities, 27(6), p. 605–617. Alghazo, Gaad, & El. (2004). General education teachers in the United Arab Emirates and their acceptance of the inclusion of students with disabilities. British Journal of Special Education, 31(2), p. 94–99. Alur, M., & Timmons, V. (2009). Inclusive education across cultures: Crossing boundaries, sharing ideas. SAGE Publications India. Mathura Road, New Delhi Anastasiou, D. & Kauffman, M. (2011). A social constructionist approach to disability: Implications for special education. Exceptional Children, 77(3), p. 367–384. Armstrong, F. & Barton, L. (2008). Policy, experience and change and the challenge of inclusive education: the case of England. In Policy, experience and change: cross-cultural reflections on inclusive education, (12), p. 5–18. Springer. Artavia, J. (2005). Actitudes de las docentes hacia el apoyo académico que requieren los estudiantes con necesidades educativas específicas. Revista Pensamiento Actual, 5(6), p. 61–70. Avramidis, Bayliss, & Burden, (2000). A survey into mainstream teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school in one local education authority. Educational Psychology, 20(2), p. 191–211. Avramidis, E. & Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion. European Journal of Special Needs Education, 22(4), p. 367–389 instname:Universidad Antonio Nariño reponame:Repositorio Institucional UAN repourl:https://repositorio.uan.edu.co/
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dc.coverage.spatial.spa.fl_str_mv	Uribia (la Guajira,Colombia)
dc.publisher.spa.fl_str_mv	Universidad Antonio Nariño
dc.publisher.program.spa.fl_str_mv	Psicología (Distancia)
dc.publisher.faculty.spa.fl_str_mv	Facultad de Psicología
dc.publisher.campus.spa.fl_str_mv	Riohacha
institution	Universidad Antonio Nariño
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spelling	Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)Acceso abiertohttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Curiel Gómez, Rebeca YanethBarliza Ipuana, Jessica20251628862Uribia (la Guajira,Colombia)2021-08-31T15:15:32Z2021-08-31T15:15:32Z2021-06-01http://repositorio.uan.edu.co/handle/123456789/4770Acedo, Ferrer & Pamies. (2009). Inclusive education: Open debates and the road ahead. Prospects, 39(3), p. 227–238.Ainscow, M. (2005). Developing inclusive education systems: what are the levers for change? Journal of Educational Change, 6(2), p. 109–124.Akrami, Ekehammar, Claesson & Sonnander. (2006). Classical and modern prejudice: Attitudes toward people with intellectual disabilities. Research in Developmental Disabilities, 27(6), p. 605–617.Alghazo, Gaad, & El. (2004). General education teachers in the United Arab Emirates and their acceptance of the inclusion of students with disabilities. British Journal of Special Education, 31(2), p. 94–99.Alur, M., & Timmons, V. (2009). Inclusive education across cultures: Crossing boundaries, sharing ideas. SAGE Publications India. Mathura Road, New DelhiAnastasiou, D. & Kauffman, M. (2011). A social constructionist approach to disability: Implications for special education. Exceptional Children, 77(3), p. 367–384.Armstrong, F. & Barton, L. (2008). Policy, experience and change and the challenge of inclusive education: the case of England. In Policy, experience and change: cross-cultural reflections on inclusive education, (12), p. 5–18. Springer.Artavia, J. (2005). Actitudes de las docentes hacia el apoyo académico que requieren los estudiantes con necesidades educativas específicas. Revista Pensamiento Actual, 5(6), p. 61–70.Avramidis, Bayliss, & Burden, (2000). A survey into mainstream teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school in one local education authority. Educational Psychology, 20(2), p. 191–211.Avramidis, E. & Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion. European Journal of Special Needs Education, 22(4), p. 367–389instname:Universidad Antonio Nariñoreponame:Repositorio Institucional UANrepourl:https://repositorio.uan.edu.co/The purpose of this study was to identify the perceptions of the elementary school teachers of the Center Ethnoeducativo Rural Integral (CEIR) Katanaman towards the inclusion of boys, girls and young people with SEN in multigrade classrooms. The research included the participation of the 8 professors who they currently work in elementary school. The methodology used to achieve the objectives was quantitative research, a questionnaire was applied to the participants through a Google form that featured 12 statements about how teachers understand the inclusion, but also this author sought to know results are the main obstacles to implement inclusion in multigrade classrooms.El propósito de este estudio fue identificar las percepciones de los docentes de primaria del Centro Etnoeducativo Rural Integral (CEIR) Katanaman hacia la inclusión de niños, niñas y jóvenes con NEE en las aulas multigrado. La investigación contó con la participación de los 8 profesores que actualmente laboran en la básica primaria. Los metodología utilizada para lograr los objetivos, fue la investigación cuantitativa, a los participantes se les aplicó un cuestionario a través de un formulario de Google que contó con 12 afirmaciones sobre cómo los maestros entienden la inclusión, pero además esta autora buscó conocer cuáles son los principales obstáculos para implementar la inclusión en las aulas multigrado.Psicólogo(a)PregradoDistanciaMonografíaspaUniversidad Antonio NariñoPsicología (Distancia)Facultad de PsicologíaRiohachaInclusiónNecesidades Educativas EspecialesActitudPercepciónInclusiónSpecial Educational NeedsAttitudePerceptionPercepción de los docentes hacia el proceso de inclusión de estudiantes con necesidades educativas especiales en aulas multigrado del municipio de Uribia, La Guajira.Trabajo de grado (Pregrado y/o Especialización)http://purl.org/coar/resource_type/c_7a1fhttp://purl.org/coar/version/c_970fb48d4fbd8a85GeneralORIGINAL2021AutorizacióndeAutores.pdf2021AutorizacióndeAutores.pdfapplication/pdf472377https://repositorio.uan.edu.co/bitstreams/a2422cda-6acd-4104-bd29-140ec9226ec0/downloadf53d8288b0ddc3c631efc63908a1b950MD512021Acta.pdf2021Acta.pdfapplication/pdf493700https://repositorio.uan.edu.co/bitstreams/0b1998ba-ad65-4e6c-9e1d-fa9045240adb/downloadef51f77444a268979fc2826102ce3b94MD522021BarlizaIpuanaJessica.pdf2021BarlizaIpuanaJessica.pdfapplication/pdf9109969https://repositorio.uan.edu.co/bitstreams/1c47b3df-b683-485c-b64d-17b99c7f15d2/download7dd8b8f7b131f3e91eb296267e7ab60cMD53CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.uan.edu.co/bitstreams/2936d5f7-480c-4cd1-8164-82d27f3b6fd8/download9868ccc48a14c8d591352b6eaf7f6239MD54TEXT2021AutorizacióndeAutores.pdf.txt2021AutorizacióndeAutores.pdf.txtExtracted texttext/plain21https://repositorio.uan.edu.co/bitstreams/2b24c9cf-5466-436a-87fc-c0ec9d622087/download44f6726656f9ace1f485b26180be8715MD552021Acta.pdf.txt2021Acta.pdf.txtExtracted texttext/plain6824https://repositorio.uan.edu.co/bitstreams/fb56142c-ea1c-4452-be2f-3c070f66d748/download6a5a062fc2c5da5f8d0f8d8591e6864bMD572021BarlizaIpuanaJessica.pdf.txt2021BarlizaIpuanaJessica.pdf.txtExtracted texttext/plain26349https://repositorio.uan.edu.co/bitstreams/0ef203f3-976b-41db-89dd-cfb1042ffeae/downloade074687e5defd799ddec0b91d6eb2260MD59THUMBNAIL2021AutorizacióndeAutores.pdf.jpg2021AutorizacióndeAutores.pdf.jpgGenerated Thumbnailimage/jpeg14440https://repositorio.uan.edu.co/bitstreams/cc0e26b8-52ca-4e73-ae83-9098d7cd9387/downloadb678cdd25d0947eb3849b443f1d6cb5aMD562021Acta.pdf.jpg2021Acta.pdf.jpgGenerated Thumbnailimage/jpeg14363https://repositorio.uan.edu.co/bitstreams/90f1b4d5-4169-4ed2-b930-05d241e9b9c1/download99f9e5ece3a74ef5000bd2722b16b938MD582021BarlizaIpuanaJessica.pdf.jpg2021BarlizaIpuanaJessica.pdf.jpgGenerated Thumbnailimage/jpeg7077https://repositorio.uan.edu.co/bitstreams/fbfaca47-7bff-4989-a6ae-c56644498a91/download2e749aea631e33ee2fb9eea3b7a2aefdMD510123456789/4770oai:repositorio.uan.edu.co:123456789/47702024-10-09 23:31:56.224https://creativecommons.org/licenses/by-nc-nd/4.0/Acceso abiertorestrictedhttps://repositorio.uan.edu.coRepositorio Institucional UANalertas.repositorio@uan.edu.co

Percepción de los docentes hacia el proceso de inclusión de estudiantes con necesidades educativas especiales en aulas multigrado del municipio de Uribia, La Guajira.

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