Publicación: AUTO-ADSCRIPCIÓN INCLUSIVA Y EMPATÍA EN ESTABLECIMIENTOS SECUNDARIOS, CON O SIN INTEGRACIÓN ESCOLAR
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2022
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PRAXIS EDUCATIVA
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GIVEN THE IMPORTANCE OF TEACHERS IN THE DEVELOPMENT OF EDUCATIONAL INCLUSION, A STUDY WAS CONDUCTED TO DETERMINE WHETHER THERE EXISTS ANY RELATIONSHIP BETWEEN INCLUSIVE SELF-ASCRIPTION AND EMPATHY IN CHILEAN TEACHERS. THE STUDY CONSIDERED 556 TEACHERS FROM PUBLIC AND SUBSIDIZED-PRIVATE SECONDARY EDUCATION SCHOOLS, WITH AND WITHOUT INTEGRATION PROJECT. IT USED A NON-EXPERIMENTAL, CROSS-SECTIONAL, DESCRIPTIVE-CORRELATIONAL DESIGN; DATA WAS COLLECTED BY USING AND THE CAMBRIDGE DEPERSONALIZATION SCALE (BARON-COHEN, 2004) AND THE BOOTH AND AINSCOW´S INCLUSIVE SELF-ASCRIPTION SCALE (2011). THE RESULTS INDICATE THAT THERE IS A WEAK RELATIONSHIP BETWEEN THE VARIABLES SELF-ASCRIPTION AND EMPATHY, WITHOUT DIFFERENCES BETWEEN SECONDARY SCHOOL TEACHERS FROM PUBLIC SCHOOLS WITH AND WITHOUT INTEGRATION PROJECT. IT IS CONCLUDED THAT EVEN WHEN AT A THEORETICAL LEVEL THERE EXISTS CERTAIN LINK BETWEEN POSITIVE ATTITUDES TOWARDS OTHERS AND SOCIAL INCLUSION (AVRAMIDIS AND NORWICH, 2004; SUBIRATS, ALFAMA AND OBRADORS, 2009), IT WAS NOT POSSIBLE TO SUPPORT EMPIRICALLY WHAT THESE AUTHORS PROPOSE IN THEIR THEORY.
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teachers, Special education, secondary education, school integration, educational system., sistema educativo., integración escolar, enseñanza secundaria, Educación especial, docente
