![]() ![]() Nowadays, disabilities are considered a human rights issue. The WHO (2011) defines disabilities as a complex phenomenon that reflects the interaction between the characteristics of the human organism and the features of the society (negative attitudes, inaccessible transport and buildings and limited social support). The Convention on the Rights of Persons with Disabilities ( United Nations Organization (UN), 2006) includes in the definitions of disability those individuals with long term physical, mental, intellectual or sensory shortcomings which may affect their full and effective participation in society, in the same conditions as everyone else, due to the presence of different barriers. The individual was, according to older view, perceived as deficient ( Barton, 2011), having to rectify “limitations in their behavior” through medical treatments ( Seoane, 2011). The concept of disability has taken multiple forms, changing the medical model that considered it an individual problem or a disorder from a biological point of view, ( Clasificación Internacional de Deficiencias, Discapacidades y Minusvalías (CIDDM), 1989). The specific objectives are: Describe the personal factors that may determine the attitude of the teachers regarding students with disabilities, and compare the teacher’s attitudes regarding their work context. ![]() The general objective of this study is to recognize the attitudes of the teachers that work for state education in our country with regard to students with disabilities. Studies carried out under the supervision of Verdugo assert the possibility of modifying the attitude toward people with disabilities ( Priante, 2003). ![]() 43).Ĭonsidering that the legal regulations do not assure the success of the educational inclusion ( Verdugo, 2002), and taking into account the importance of the context in the development of the individual, and that teachers are in charge of mediating the two, it seems essential to recognize the attitudes they have toward people with disabilities in order to understand their practices. ![]() As studied by Romero (2006) committed teachers must always begin by reflecting upon their own tasks, since this will allow them to “make their intentions become purpose and action” (p. In this sense, Ainscow (2012) states that the changes in the students depend on the behavior of adults and the expectation they have on their ability to learn. The starting point must be the teaching staff. However, this does not happen automatically ( Elices, Del Caño & Verdugo, 2002). Many researchers have reached the conclusion that the interaction between equals enables learning. ![]()
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