Educación inclusiv=
a en
el desarrollo socio-afectivo: un estudio con estudiantes que presentan nece=
sidades
educativas especiales permanentes
Lourdes Elizabeth Navas Franco.[1], =
Oscar
Gustavo Benalcázar Oñate.[2] M=
ónica
Narciza López Pazmiño.[3]& Jhon
Patricio Acosta Bonilla.[4]
Recibido: 19-02-2019 / Revisado: 20-0=
2-2019
/Aceptado: 27-03-2019/ Publicado: 04-04-2019
Inclusive Education responds to a diversity of needs in learners, the
aim is to achieve teacher participation during the process of teaching and
learning, aiming to reduce socio-educational and social exclusion. The objective of the study was to deter=
mine
the impact of inclusive teacher training on the socio-affective development=
of
students with permanent special educational needs in the Juan Montalvo
Educational Unit in the city of Ambato, Ecuador. An exploratory and descrip=
tive
field study was used; the sample consisted of 6 teachers to whom a structur=
ed
interview was applied, while the 20 parents of students with permanent spec=
ial
educational needs were administered a structured questionnaire, which was
validated by means of the cronbach alpha coeffi=
cient
and the Kendall correlation coefficient; the data were analyzed by means of=
the
statistical package SPSS V25.0. It can be concluded that inclusive teacher
training affected the socio-affective development of students with permanent
special educational needs, considering that students through teacher-direct=
ed
activities reinforce equal opportunities and participatory learning, while
failure to receive the necessary attention will result in limitations in the
development of physical, mental and psychoaffective
capacities, which creates barriers to learning.
Resumen.
La Educación Inclusiva responde a una diversidad de necesida=
des
en los educandos, el fin es alcanzar la participación docente durante el
proceso de enseñanza aprendizaje, teniendo como fin reducir la exclusión
socio-educativa y social. El objet=
ivo
del estudio fue determinar la incidencia de la capacitación docente inclusi=
va
en el desarrollo socio-afectivo de los estudiantes con necesidades educativ=
as
especiales permanentes de la Unidad Educativa Juan Montalvo de la ciudad de
Ambato, Ecuador. Se empleó un estudio de campo de nivel exploratorio y
descriptivo; la muestra estuvo integrada por 6 docentes a quienes se les ap=
licó
una entrevista estructurada, mientras que a los 20 padres de familia de los
estudiantes con necesidades educativas especiales permanentes se les admini=
stró
un cuestionario estructurado, el cual fue validado mediante el coeficiente =
alfa
de cronbach y por el coeficiente de correlación=
de
Kendall, los datos se analizaron mediante el paquete estadístico SPSS V25.0=
. Se
puede concluir que la capacitación docente inclusiva incidió en el desarrol=
lo
socio-afectivo de los estudiantes con necesidades educativas especiales
permanentes, considerando que los estudiantes mediante las actividades
dirigidas adecuadamente por el docente refuerzan la igualdad de oportunidad=
es y
el aprendizaje participativo, mientras que, al no recibir la atención neces=
aria
se mantendrá limitaciones en el desarrollo de las capacidades físicas, ment=
ales
y psicoafectiva, lo cual genera barreras en el aprendizaje.
Palabras claves:
Educación inclusiva, desarrollo socio-afectivo, necesidades educativas
especiales permanentes.
Introduction.
The Educational Reform has generated countless
questions where the Educational Integration of Children with Special
Educational Needs (SEN) has been one of the most controversial issues, due =
to
the variety of opinions held by the various entities responsible in the fie=
ld
of education. Alonso & Nicasio (2014) affir=
m that
Educational Integration refers to the union of different people for a joint
work, having the teacher as a function to foster affectivity within differe=
nt
contexts to achieve the integral development of the learner that includes
cognitive levels, procedures, behavior, attitudes, the practice of values
(López, 2017).
Teachers, by maintaining training to innovate t=
heir
knowledge, strengthen the teaching of contents during the educational cycle;
their goal is to foster communicative, social, and intellectual skills in t=
he
educational environment; the subject presented has as a characteristic that=
no
research or studies have been carried out in relation to the independent
variable teacher training and the dependent variable socio-affective
development in students with permanent special educational needs.
By analyzing
the importance of the work of teachers within and outside the education sys=
tem
and their insertion into the school environment, the improvement of learnin=
g,
capacities, and potentialities. Boto (2007) men=
tions
that educational skills favor cooperative work where socialization, respect=
for
human beings, and the fulfillment of duties and rights stand out; an
institution that defines itself in its educational project as a school that
attends to biological and cultural differences and where diversity is value=
d,
and therefore each one of the students is responded to, regardless of their
characteristics, must assume substantial changes in their educational cultu=
re.
According to
Denmark (2013), the curriculum should be as broad, balanced and diverse as
possible, capable of being adapted to the individual and socio-cultural nee=
ds
of boys and girls, with an open and flexible teaching style both in its
methodologies and in its activities that allow for the personalization of t=
he
experiences of apprentices and promote the greatest possible development, in
relation to the integration and participation of all; deducing that the
integrative approach favors empathy, improves learning situations, with the
educational, family and social community assuming the commitment to reduce
discriminatory forms and improve well-being.
Although the
Ecuadorian education reform proposes the implementation of inclusive educat=
ion
projects and curricular adjustments, few schools have opted to work with
integration to achieve inclusive education without taki=
ng
into account the great demand that exists. For example, there is no
integration between financial, curricular, and teacher training aspects.
The child is the focus of intervention and it i=
s he
who needs to adapt, where the demands of school and the responsibility for =
his
education falls mainly on specialists; there is a lack of continuity between
the different cycles of the school system. This has meant that many children
who have had the experience of being educated in the regular school, have t=
o be
incorporated for the first time in a special school or return to it,
restricting their possibilities of an integrated life project.
The practice of integration is an action that represents a democratic
society, in which future generations learn from an early age to relate and
respect differences as a factor of enrichment and personal development.
However, the slow application of the process means that this is a topic of
recent significance, where the draft Organic Law on Intercultural Education,
the integration of which has not yet been evaluated, makes it impossible to
carry out an in-depth analysis of the experiences; According to Vega (2015)
this objective can be achieved, the school has to achieve the difficult bal=
ance
of offering an educational response, both comprehensive and diversified,
providing a common curricular structure to all students, including those wi=
th
special educational needs, that avoids discrimination and inequality of
opportunities and at the same time takes into account their characteristics=
and
individual needs.
According to Sánchez (2015), integration favors the performance of a
person with Special Educational Needs; they are considered the same as othe=
rs.
This boosts their capacities and self-esteem, since they are valued for what
they are and can deliver. An appropriate climate of respect is guaranteed,
focused on the value of personnel and society; since contact between the hu=
man
being and the environment produces the integration of people with and witho=
ut
special needs, it undergoes changes that can be registered at three levels =
that
are determined by the characteristics of the people and the conditions of t=
he
environment, taking place within the family, school, community and work
institution.
By using integrative evaluation approaches in the classroom, it is obtained that the training of the learner in an environment of safety and confidence strengthens the integration to an inclusive school. Vera (2015) mentions the importance of physical integration, which is understood as a spatial approach between people with and without special needs. They use the same resources and means; functional integration includes active participat= ion and cooperation among learners to achieve learning goals; social integratio= n: It refers to the social rapprochement between people with and without speci= al needs, spontaneous interactions occur and affective bonds are established.<= o:p>
For Pascual (2015), autonomy is a concept that says that autonomy sh=
ould
flourish better in one's own personality and that one should be able to act
with increasing capacity for autonomy, judgment and personal responsibility=
; Luque (2009) suggests that leaving behind the concept=
ion
that education should focus on the transmission of specific disciplinary
contents, positioning itself as a formal educational axis, the development =
of
learning skills, to think about the contents of any area, taking advantage =
of
the possibilities offered by education throughout life, starting from the
activities of the student, that is, the contents are not conceived as ends,=
but
as instruments at the service of natural evolutionary development.
In the educational system, the principle is to achieve a sustained
education in the practice of values, with the teacher guiding the
socio-affective development through different activities carried out in the
environment.
The ability to relate favors cooperation in solving conflicts,
communicating ideas, desires, in a constructive way through reflection,
awareness and appreciation; the development of socio-affective skills reduc=
es
limitations in learning, violence and anxiety; socio-affective education, b=
ased
on pedagogical and psychological contributions, strengthens intelligences,
knowledge of one's own emotions and those of others in order to achieve soc=
ial
competence and improve relations with the environment.
Núñez, Amieiro, Álvarez, García, & Dobarro (2015) add that self-regulation, which favors=
in
the impulse control to favor in the self-control (the handling) of emotions;
self-esteem and confidence (achievement of goals and objectives) and
self-motivation, favors in motivation, commitment and affective social deve=
lopment.
Lorenzo (2014) points out that the affective dimension, which is rel=
ated
to feelings and motivations as opposed to learning, self-concept, self-este=
em
and valuing one's own competence; the relational dimension that is evidence=
d in
the type and quality of relationships between teachers and students, type a=
nd
quality of relationships with peers, and expectations; and finally the
conditions of disability, which are manifested in sensory, physical or ment=
al
deficiencies; It can be deduced that the current educational system has not
been able to respond to the totality of students with permanent special
educational needs that they possess since the rigidity in the structure imp=
lies
a homogenization with respect to the curriculum, to evaluation, starting fr=
om
the physical structure, which is clearly not prepared for children with some
deficiency to develop each cognitive process. Experience has shown that
integration poses to the educational community as a whole the challenge of
attention to diversity and, therefore, interventions must be made at the le=
vel
of the entire educational context. For these reasons, the study aims to
determine the impact of inclusive education on the socio-affective developm=
ent
of students with permanent special educational needs at the Juan Montalvo
Educational Unit in the city of Ambato, Ecuador.
Methodology.
In the basic research modality, the study was carried out in the fie=
ld
at the Juan Montalvo Educational Unit in the city of Ambato, Ecuador. During
the months of September and December 2017. A systematic analysis of reality=
was
carried out with the intention of describing, interpreting, understanding a=
nd
understanding the problem of the scarce inclusive teacher training and
socio-affective development in students with permanent special educational
needs, favoring the knowledge of causes and effects; the documentary study
benefited in the establishment of criteria of diverse authors that allowed =
for
comparison, broadening and deepening of the different approaches and concep=
ts.
This research on the topic of inclusive teacher training and
socio-affective development in students with permanent special educational
needs is exploratory in nature, using a questionnaire that enabled the
extraction of data. The descriptive type allowed orienting the prediction a=
nd
identification of the relations that exist between the two variables; the
explanatory level described the problem of the scarce inclusive teacher
training and the socio-affective development in the students with permanent
special educational needs, trying to explain the causes that gave origin to=
the
analysis of the situation establishing the causes in different types of stu=
dy,
establishing conclusions and explanations to enrich or clarify the theories,
confirming or not the initial thesis.
The sample worked with the entire population and consisted of 6 teac=
hers
and 20 parents of students with permanent special educational needs from the
Juan Montalvo Educational Unit in the city of Ambato, Ecuador.
For this purpose, an interview was applied to the teachers with 8
structured questions and to look for qualitative results and analysis and a
questionnaire to the parents of the students, the latter composed of 7
questions looking for nominal qualitative results and analysis with four
possible answers that were quantified as follows: never 0, sometimes 1, alm=
ost
always 2 and always 3; and thus to be able to determine the incidence of
inclusive teacher training in the socio-affective development of the studen=
ts.
The questionnaire to parents was validated by the research team, the
validity of the content was determined through a consultation with experts
(10), and the degree of concordance of their answers with the Kendall
concordance coefficient (W), and the reliability of the instrument through =
its
internal consistency, calculating the Cronbach Alfa coefficient (C).
All participants were explained in detail the objectives and procedu=
res
of the study and were provided with the information necessary for their
knowledge. They expressed their verbal consent to participate in the
research. Written consent was not
obtained because it was an observational research that did not require an
intervention and from the legal point of view according to the Helsinki Dec=
laration
it is not necessary that this consent be written; in addition to being a
research project cited in the category of research without risk.
For statistical analysis, percentages and descriptive statistics were
used and the statistical package SPSS 25.0 was used.
Results.=
The degree of agreement among the experts (content validity) could be
classified as acceptable while the reliability (internal consistency) was
classified as good (table 1).
Table 1. Validity and reliability of the Questionnaire applied to parents in
general.
|
Kendall W |
Level |
Level Cronbach Alfa |
Level |
|
0.74 |
Acceptable |
0.83 |
Good |
Source Structu=
red
Parent Questionnaire and SPSS p< 0.01
Source Prepared by a group of researchers.
Meanwhile, =
in
the analysis and interpretation of the questionnaire applied to 20 parents
(students with permanent special educational needs), the results were as
follows (tables 2 and 3):
In Question=
1:
Do you think that teacher-led activities promote equal opportunities and
participation in learning? It is considered that the teacher does not
demonstrate a positive attitude towards diversity, which harms the developm=
ent
of children's capacities; while a smaller percentage mentions that the teac=
her
does strengthen the quality of his or her pedagogical work.
Question 2:=
In
learning spaces, does the teacher strengthen equality, equity, and respect =
for
student rights through school work? It is deduced that the teacher does not
attend to the learning community, and there is little application of
methodologies and strategies to reduce school failure; while a minority sta=
te
that the teacher does promote quality education for all students.
In question=
3:
Do you consider that the teacher, through the planning and organization of
tasks, helps the student in the resolution of conflicts, communication and
interaction? It is determined that the majority of teachers do not make pla=
ns
or work plans to strengthen children's knowledge; while a minority mentions
that the teacher, through modifications in methodology, forms of evaluation,
and teaching of contents, attends to individual differences among students.=
In question=
4:
Do you believe that the teacher by organizing content, implementing strateg=
ies
and guiding your child in the process of teaching learning? It follows that
most teachers do not carry out knowledge reinforcement activities in the ar=
eas
required by the learner; a minority do select content teaching strategies a=
nd
evaluation criteria.
In question=
5:
Do you consider that the educator in the learning process makes curricular =
and
methodological adaptations according to the needs and capacities of your ch=
ild?
It is analyzed that teachers do not carry out curricular and methodological
adaptations, which harms autonomy, interaction and communication, generating
difficulties in access to certain concepts, affecting classroom experience =
and
work.
In question=
6:
Do you believe that the teacher motivates your child's learning, demonstrat=
es
confidence, creativity, dialogues and listens to his ideas and needs? It is
established that the teacher does not strengthen emotional education, which
limits the development of affective competencies, damaging balance, express=
ion,
self-confidence and self-confidence.
In question=
7:
Do you believe that the teacher through tasks strengthens in your child the
practice of values of honesty, respect, responsibility and cooperation among
peers? It follows that teachers do not support dedication, effort and
coexistence, generating obstacles in interpersonal relations and coexistenc=
e,
having repercussions in the development of emotional competencies, learning=
and
performance.
As can be s=
een
in tables 2 and 3, the highest levels of response are in questions 1, 2, 3 =
and
6; and the lowest levels are in questions 7 and 4.
Table 2. Analysis of the application of the questionnaire applied to parents=
of
students.
|
Question |
X |
SD |
|
1 |
1.8 |
.42 |
|
2 |
1.9 |
.31 |
|
3 |
2.1 |
.38 |
|
4 |
1.3 |
.34 |
|
5 |
1.6 |
.47 |
|
6 |
1.7 |
.29 |
|
7 |
1.2 |
.33 |
|
X |
1.7 |
.35 |
Source Structured Parent Questionnaire p< 0.01
Source Prepared by a group of researchers.
Table 3. Analysis of parental responses
|
Question<=
/span> |
Never |
% |
Sometimes=
|
% |
Almost Al=
ways |
% |
Always |
% |
|
1 |
9 |
45 |
4 |
20 |
6 |
30 |
1 |
5 |
|
2 |
9 |
45 |
4 |
20 |
7 |
35 |
0 |
0 |
|
3 |
8 |
40 |
3 |
15 |
8 |
40 |
1 |
5 |
|
4 |
12 |
60 |
3 |
15 |
5 |
25 |
0 |
0 |
|
5 |
10 |
50 |
5 |
25 |
5 |
25 |
0 |
0 |
|
6 |
9 |
45 |
3 |
15 |
7 |
35 |
1 |
5 |
|
7 |
12 |
60 |
4 |
20 |
4 |
20 |
0 |
0 |
Source Structured Parent Questionnaire
Source Prepared by a group of researchers.
Discussion
Through the pedago=
gical
and didactic work, the teacher carries out activities designed to reinforce
equal opportunities. This is how the importance of stimulating physical, me=
ntal
and psycho-affective abilities and achieving academic goals is known; while=
a
minority does have opportunities.
Sarrionandia (2015) mentions that the application of
activities, jobs and tasks is required to consolidate responsibilities and
commitments in learning, developing communicative skills, interpersonal
relations, exploration and acquisition of significant knowledge that favors
thinking and creativity.
Learners through
curricular adaptations made by the teacher strengthen communication having =
the
same opportunities to participate in the process of coexistence; for Lopez
(2015), students with permanent special educational needs through education
sustained in the curriculum strengthen independence, and the development of
potentialities; According to the criteria of Olivencia=
and Gerdel (2017), students with permanent spec=
ial
educational needs, sometimes in the educational environment due to the
inadequate application of innovative methodologies demonstrate insecurity,
damaging emotional development, teamwork, impacting on the development of
values such as respect and solidarity.
The scarce develop=
ment
of social skills harms interaction with peers, the environment and the fami=
ly,
self-confidence and the establishment of affective ties with the people of =
the
environment for Chamorro and López (2013) the teacher plans and executes
activities that stimulate the participation of the father of the family in
making educational decisions regarding his children.
Teachers use
activities that integrate the family as a basic component for advancing
learning, contributing to a positive and collaborative relationship.
Alulima and Solís (2013) state that parents
contribute to their children's learning in order to provide opportunities f=
or
learning and development; it follows that the lack of parental support is a
factor that conditions communication and continuity in school life.
The support receiv=
ed
by the learner in the environment favours learn=
ing
and interaction. According to Calero (2014), the scarce externalization of
concerns harms the processes of intervention and active participation, the =
use
of inclusive techniques to improve integration; however, the affectivity th=
at
the student with permanent special educational needs receives from the
environment strengthens teamwork, promotes respect, attention and motivatio=
n to
improve academic performance, dialogue, understanding and learning.
According to Jara, González and Toledo (2016), students with perma=
nent
special educational needs do not receive motivations and incentives, show
mistrust, insecurity and low self-esteem, show irresponsibility in the lear=
ning
process, do not comply with school tasks, which affects academic performanc=
e,
requiring reinforcement in respectful attitudes that help them behave and
develop positively in the environment to improve skills and competencies.
In a study conduct=
ed Vlez (2013) the results show that the facets proposed=
in
the phrase map to evaluate attitudes: attitude measurement, educational age=
nts
and scenarios, and didactic elements, were confirmed by the SSA analysis. In
general, teachers in training show positive attitudes towards inclusive
education. It is also identified that the participants visualize the teache=
r as
the central educational agent of inclusive education and consider that in o=
rder
to carry it out, it is indispensable to have resources or specialized mater=
ials
for the work in the classroom and institutional support for its attainment =
and
the qualification of teachers.
According to Gonzá=
lez
(2015), Special Education professionals receive initial training as teacher=
s in
infant or primary education, and specialization is acquired through trainin=
g in
qualifying mentions. The current university training itinerary proposes a n=
ew
conceptual framework that includes priorities oriented towards a new
perspective and vision of these specializations within the training generat=
ed
as teachers, with an updated and innovative character. This professionaliza=
tion
in inclusive education poses a special education teaching challenge, using a
methodology based on innovative practices and experiences, shared in the
ordinary classroom, favoring the acquisition of new skills. As can be obser=
ved,
in most of the cases above.
Conclusions.
· =
Inclusive teacher training affects the socio-affective development of
students with permanent special educational needs, considering that the
student, through the activities designated by the teacher, reinforces equal
opportunities and participates in learning; otherwise, not receiving the
necessary attention, he or she will maintain limitations in the development=
of
physical, mental and psycho-affective capacities, generating barriers to
learning, emotional and social competencies.
· =
When analyzing the level of inclusive teacher training on permanent
special educational needs, it can be deduced that the teacher has not recei=
ved
updates in the pedagogical and didactic area. Most teachers do not apply
methodologies and strategies to reduce school failure; nor do they plan and
organize tasks that help resolve conflicts, improve communication and
interaction. No strategies are applied to guide the process of teaching and
learning; no curricular and methodological adaptations are made according to
the needs and capacities of the learners.
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Para citar el artículo indexado.
Navas
L., Benalcázar O., López M. & Acosta J (2019). Education inclusive in
partner-affective development: a study with students who present permanent
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y/o total en otro medio tiene que ser autorizado por el director de la Revista Ciencia Digital.
[1] Unive=
rsidad
Tecnológica Indoamérica, Facultad de Ciencias Humanas, de la Educación y desarrollo social, Car=
rera
de Educación Básica e Inicial. Ambato, Ecuador. lourdesnavas@uti.edu.ec
[3] Universidad Tecnológica Indoamérica, Facultad de Ciencias Humanas, de la Educación y desarrollo social, Car= rera de Educación Básica e Inicial. Ambato, Ecuador. monicalopez@uti.edu.ec
[4] Universidad Tecnológica Indoamérica, Facultad de Ciencias Humanas, de la Educación y desarrollo social, Car= rera de Educación Básica e Inicial. Ambato, Ecuador. jhonacosta@uti.edu.ec
<=
span
lang=3DES>
www.cienciadigital.org =
Vol.
3, N°2, p. 275-288, abril - ju=
nio,
2018