Publicación:
AUTO-ADSCRIPCIÓN INCLUSIVA Y EMPATÍA EN ESTABLECIMIENTOS SECUNDARIOS, CON O SIN INTEGRACIÓN ESCOLAR

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dc.creatorCARLOS JAVIER OSSA CORNEJO
dc.creatorMARÍA TERESA CASTAÑEDA DÍAZ
dc.creatorFANCY INÉS CASTRO RUBILAR
dc.creatorJUANA IRENE CASTRO RUBILAR
dc.date2022
dc.date.accessioned2025-01-10T15:29:46Z
dc.date.available2025-01-10T15:29:46Z
dc.date.issued2022
dc.description.abstractGIVEN 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.
dc.formatapplication/pdf
dc.identifier.doi10.19137/praxiseducativa-022-260216
dc.identifier.issn2313-934X
dc.identifier.issn0328-9702
dc.identifier.urihttps://repositorio.ubiobio.cl/handle/123456789/12288
dc.languagespa
dc.publisherPRAXIS EDUCATIVA
dc.relation.uri10.19137/praxiseducativa-022-260216
dc.rightsPUBLICADA
dc.subjectteachers
dc.subjectSpecial education
dc.subjectsecondary education
dc.subjectschool integration
dc.subjecteducational system.
dc.subjectsistema educativo.
dc.subjectintegración escolar
dc.subjectenseñanza secundaria
dc.subjectEducación especial
dc.subjectdocente
dc.titleAUTO-ADSCRIPCIÓN INCLUSIVA Y EMPATÍA EN ESTABLECIMIENTOS SECUNDARIOS, CON O SIN INTEGRACIÓN ESCOLAR
dc.typeARTÍCULO
dspace.entity.typePublication
ubb.EstadoPUBLICADA
ubb.Otra ReparticionDEPARTAMENTO DE CIENCIAS DE LA EDUCACION
ubb.Otra ReparticionDEPARTAMENTO DE CIENCIAS DE LA EDUCACION
ubb.Otra ReparticionDEPARTAMENTO DE CIENCIAS DE LA EDUCACION
ubb.Otra ReparticionDEPARTAMENTO DE CIENCIAS DE LA EDUCACION
ubb.SedeCHILLÁN
ubb.SedeCHILLÁN
ubb.SedeCHILLÁN
ubb.SedeCHILLÁN
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