Análisis de factores de empoderamiento de maestros especialistas en la enseñanza inclusiva de niños de 6-16 años con dificultades auditivas

Olga María Alegre de la Rosa, Luis Miguel Villar Angulo

Resumen


Este estudio ha analizado los factores de empoderamiento de maestros tutores sobre la enseñanza inclusiva de niños de 6-16 anos con dificultades auditivas. La muestra del estudio estaba compuesta por 297 maestros tutores de Gran Canaria y Tenerife. Se utilizo el Cuestionario Incluye (CI) basado en el Index for Inclusion, compuesto por tres dimensiones: Cultura, Política y Prácticas Inclusivas. El análisis primario incluyo un análisis factorial exploratorio. Los resultados indicaron que un empoderamiento docente para la integración de niños con dificultades auditivas en centros inclusivos esta sustentado por siete factores: Desarrollo profesional (DP), Autoeficacia en la enseñanza de destrezas, Liderazgo inclusivo, Gestión de la tecnología, Retos de implicación familiar, Marcos de pensamiento experto, y Usabilidad tecnológica y accesibilidad universal. Estos hallazgos implican delinear cambios curriculares en el grado de Maestro. La inclusión se convierte en el valor nuclear de empoderamiento en las competencias básicas y transversales de las materias del grado académico de Maestro. Asimismo, recomendamos el desarrollo de estándares profesionales y cursos de formación docente para la educacion inclusiva de niños con dificultades auditivas.


Palabras clave


Factores de empoderamiento docente; prácticas inclusivas; niños con dificultades auditivas; análisis factorial

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Referencias


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DOI: http://dx.doi.org/10.18172/con.3895

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© Universidad de La Rioja, 2013

ISSN 1575-023X

EISSN 1695-5714