Factores de incidencia en la percepción del docente de Educación Secundaria griego hacia la educación inclusiva

Eloísa Reche Urbano; Eirini Boli; Begoña E. Sampedro Requena; Belén Quintero Ordóñez

doi:10.30827/relieve.v30i1.26761

作者

Eloísa Reche Urbano University of Cordoba https://orcid.org/0000-0001-7403-4332
Eirini Boli 2ª Escuela Secundaria de Kalymnos
Begoña E. Sampedro Requena University of Cordoba https://orcid.org/0000-0002-5617-0135
Belén Quintero Ordóñez University of Cordoba https://orcid.org/0000-0001-7458-6591

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https://doi.org/10.30827/relieve.v30i1.26761

关键词:

全纳教育, 中学教育, 对包容的态度, 老师

摘要

全纳教育仍然是普通教室教师需要面对的挑战之一，而对多样性学生的关注是学习过程和学校社会技能发展的决定性因素。在这一领域，教师对全纳教育的态度和有助于为学生提供平等机会的教学效能仍然是研究的重点。基于此，本研究旨在分析希腊中学教师在普通教室中应对学生多样性的教学效能水平，并确定影响这些教师履行此任务的感受、态度和关注的因素。

本研究采用非实验性、描述性和相关性设计，并使用问卷收集信息。共有339名教师参与，来自希腊卡瓦拉州的39所学校。结果显示，这些教师感到有能力应对学生的特殊需求，影响其感受和关注的因素包括教学策略的有效性和学习结果的差异化。此外，学生参与的有效性直接影响教师对全纳教育的态度以及教师的关注程度。

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##submission.authorBiographies##

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Associate Professor in the Department of Specific Didactics, specializing in Didactics of Visual Arts, at the University of Córdoba (Spain). Member of the research group SEJ-623 (EDMETIC: Media Education and ICT) of the Andalusian Government and member of the Interuniversity Association of Pedagogical Research (AIDIPE). Her research lines focus on higher education, educational environments, media education, teaching innovation, education/artistic expression and test building.

Author contribution: ERU participated in the conceptualization, data analysis, writing, review and editing.

Conflict of interest statement: ERU state that they have no conflicts of interest in writing the present article.

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Special Educator in Parallel Support for SEN students at the Kalymnos´ Secondary School (Greece). Graduate in Classical Literary Literature at Siena´s University (Italy), Master´s Degree in Didactic Design of Competences at the Inclusion´s School at Suor Orsola´s University and Master´s Degree in Special Education, at Frederick´s University (Cyprus).

Author contribution: EB participated in the conceptualization, writing, the formulation of conclusions and the discussion.

Conflict of interest statement: EB state that they have no conflicts of interest in writing the present article.

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Associate Professor in the Department of Education, specializing in Didactics and School Organization (DOE) at the University of Córdoba (Spain). Member of the research group SEJ-623 (EDMETIC: Media Education and ICT) of the Regional Government of Andalusia. Her research focuses on technologies applied to education, including the emerging ones; inclusive education and digital tools, learning difficulties; and use of technological means such as video games in the teaching – learning process.

Author contribution: BESR participated in the conceptualization, writing and data analysis.

Conflict of interest statement: BESR state that they have no conflicts of interest in writing the present article.

##submission.authorWithAffiliation##

Associate Professor in the area Department of Education, specializing in Research Methods and Educational Diagnosis (MIDE) at the University of Córdoba (Spain). Member of the Research Group SEJ-049 (Educational Evaluation and Innovation) of the Andalusian Government and member of the Interuniversity Association of Pedagogical Research (AIDIPE). Her research interests focus on vulnerable environments, drugs prevention, techno-addictions, skills training and attention to diversity.

Author contribution: BQO participated in the conceptualization, writing, the formulation of conclusions and the discussion.

Conflict of interest statement: BQO state that they have no conflicts of interest in writing the present article.

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