A view towards inclusion from the social representations of educational actors

Abstract

The objective of this qualitative research was to know the social representations of educational actors about the inclusion of students with disabilities in Regular Basic Education Institutions. The Method was a qualitative, descriptive and interpretive study based on social phenomenology, the technique used for data collection was the semi-structured interview applied to teachers, parents and specialists. Results From the inductive analysis of the data, three a priori categories resulted, showing that the information handled by educational actors is scarce, which does not favor the collapse of the fields of social representation that indicate, among other paradigms, that people with disabilities cannot learn or develop skills like other children who do not have disabilities, which builds attitudes that are detrimental to the cognitive and emotional capacities of the student, affecting their learning and adaptation to the social environment. Therefore, it is concluded that those of teachers and parents have little information and this generates confusion and divided opinions regarding the permanence of this population in regular schools and finally the attitude can influence in a positive or detrimental way for students who present some type of disability