Prácticas docentes y cultura inclusiva para colectivos vulnerables de primarias en Sonora, México

Reyna de los Ángeles Campa-Álvarez, Blanca Aurelia Valenzuela, Manuela Guillén-Lúgigo

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

3 Citas (Scopus)

Resumen

The objective of this research was to analyze the practices and inclusive culture of primary school teachers who work with children from vulnerable population groups in Hermosillo, Sonora, Mexico. The methodology used was a non-experimental quantitative study. The Inclusion Index questionnaire was completed by 124 teachers. The results show that the most common types of vulnerability in the classroom correspond to poor economic situations, dysfunctional families and disabilities. There is a significant bidirectional relationship between teaching practices and inclusive culture (.741), which means that it is necessary to create a collaborative community, implement inclusive methodologies and support resources. The structural model predicts 36% inclusive education for students from vulnerable population groups.

Título traducido de la contribuciónTeaching practices and inclusive culture for vulnerable primary school groups in Sonora, Mexico
Idioma originalEspañol
Páginas (desde-hasta)1-17
Número de páginas17
PublicaciónRevista Latinoamericana de Ciencias Sociales, Ninez y Juventud
Volumen18
N.º2
DOI
EstadoPublicada - 2020

Nota bibliográfica

Publisher Copyright:
© MDPI Multidisciplinary Digital Publishing Institute. All rights reserved.

Palabras clave

  • Childhood
  • Culture
  • Inclusion
  • Practices
  • Vulnerability

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