¿Qué opinan los alumnos con discapacidad intelectual sobre la educación inclusiva?
The research approaches the knowledge of inclusive education from an axiological and bioethical perspective, from the perspective of adults with intellectual disabilities who participate in a training program. The objectives aim to understand in depth how the participants value the inclusive process...
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2021
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| author | Cañabate Reyes, Ernesto José Herrán Gascón, Agustín de la |
| author_browse | Cañabate Reyes, Ernesto José Herrán Gascón, Agustín de la |
| author_facet | Cañabate Reyes, Ernesto José Herrán Gascón, Agustín de la |
| author_sort | Cañabate Reyes, Ernesto José |
| building | Dialnet |
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| description | The research approaches the knowledge of inclusive education from an axiological and bioethical perspective, from the perspective of adults with intellectual disabilities who participate in a training program. The objectives aim to understand in depth how the participants value the inclusive process they develop, the inclusive education and the achievement of their quality of life. To this end, fourteen interviews are conducted with 14 adult students with disabilities. The analysis of the results made it possible to conclude that there are sectors and people who do not share the approach of inclusive education. On the other hand, inclusive education, as the very object of education and pedagogy, needs to be built from reflection and the factors necessary for the family, society and school to converge. Finally, it is concluded that, in order to improve the quality of life of people with intellectual disabilities, an optimal school environment must be created for their human relations and an atmosphere of trust, where the well-being and development of these students is promoted. At the same time, it implies that institutions and teachers must be prepared to develop the necessary actions to fulfill this objective. |
| first_indexed | 2026-10-16T10:34:26Z |
| format | Article |
| fullrecord | <oai_dc:dc xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd"><identifier>dialnet-ART0001488317</identifier><datestamp>2022-03-15</datestamp><dc:title>¿Qué opinan los alumnos con discapacidad intelectual sobre la educación inclusiva?</dc:title><dc:creator>Cañabate Reyes, Ernesto José</dc:creator><dc:creator>Herrán Gascón, Agustín de la</dc:creator><dc:subject>Inclusive education</dc:subject><dc:subject>bioethical principle of autonomy</dc:subject><dc:subject>bioethical principle of beneficence</dc:subject><dc:subject>bioethical principle of justice</dc:subject><dc:subject>bioethical principle of non-maleficence</dc:subject><dc:subject>Educación inclusiva</dc:subject><dc:subject>principio bioético de autonomía</dc:subject><dc:subject>principio bioético de beneficencia</dc:subject><dc:subject>principio bioético de justicia</dc:subject><dc:subject>principio bioético de no maleficencia</dc:subject><dc:description>The research approaches the knowledge of inclusive education from an axiological and bioethical perspective, from the perspective of adults with intellectual disabilities who participate in a training program. The objectives aim to understand in depth how the participants value the inclusive process they develop, the inclusive education and the achievement of their quality of life. To this end, fourteen interviews are conducted with 14 adult students with disabilities. The analysis of the results made it possible to conclude that there are sectors and people who do not share the approach of inclusive education. On the other hand, inclusive education, as the very object of education and pedagogy, needs to be built from reflection and the factors necessary for the family, society and school to converge. Finally, it is concluded that, in order to improve the quality of life of people with intellectual disabilities, an optimal school environment must be created for their human relations and an atmosphere of trust, where the well-being and development of these students is promoted. At the same time, it implies that institutions and teachers must be prepared to develop the necessary actions to fulfill this objective.</dc:description><dc:description>La investigación se aproxima al conocimiento de la educación inclusiva desde una perspectiva axiológica y Bioética, a partir de la mirada de adultos con discapacidad intelectual que participan en un programa formativo. Los objetivos aspiran a comprender en profundidad cómo valoran los participantes el proceso inclusivo que desarrollan, la educación inclusiva y el logro de su calidad de vida. Para ello, se realizan catorce entrevistas en la que participan 14 estudiantes adultos con discapacidad. El análisis de los resultados permitió concluir que hay sectores y personas que no comparten el enfoque de la educación inclusiva. Por otro lado, se necesita que la educación inclusiva, como objeto mismo de la educación y la Pedagogía, se construya desde la reflexión y los factores necesarios para que la familia, la sociedad y la escuela, converjan. Finalmente, se concluye con que, para mejorar la calidad de vida de las personas con discapacidad intelectual, se debe incidir en un ambiente escolar óptimo en sus relaciones humanas y en un ambiente de confianza, donde se propenda al bienestar y desarrollo de estos estudiantes. A su vez, implica que instituciones y maestros deben estar preparados para desarrollar las acciones necesarias para cumplir este objetivo.</dc:description><dc:date>2021</dc:date><dc:type>text (article)</dc:type><dc:format>application/pdf</dc:format><dc:identifier>https://dialnet.unirioja.es/servlet/oaiart?codigo=8116455</dc:identifier><dc:identifier>(Revista) ISSN 2256-1536</dc:identifier><dc:source>Boletín Redipe, ISSN 2256-1536, Vol. 10, Nº. 6, 2021 (Ejemplar dedicado a: Education socio-emotional, inclusive, and concept of education), pags. 110-125</dc:source><dc:language>spa</dc:language><dc:rights>LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI</dc:rights></oai_dc:dc> |
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| institution | Dialnet |
| language | spa |
| last_indexed | 2026-10-16T10:34:26Z |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| record_format | oai_dc |
| spelling | dialnet-ART00014883172022-03-15¿Qué opinan los alumnos con discapacidad intelectual sobre la educación inclusiva?Cañabate Reyes, Ernesto JoséHerrán Gascón, Agustín de laInclusive educationbioethical principle of autonomybioethical principle of beneficencebioethical principle of justicebioethical principle of non-maleficenceEducación inclusivaprincipio bioético de autonomíaprincipio bioético de beneficenciaprincipio bioético de justiciaprincipio bioético de no maleficenciaThe research approaches the knowledge of inclusive education from an axiological and bioethical perspective, from the perspective of adults with intellectual disabilities who participate in a training program. The objectives aim to understand in depth how the participants value the inclusive process they develop, the inclusive education and the achievement of their quality of life. To this end, fourteen interviews are conducted with 14 adult students with disabilities. The analysis of the results made it possible to conclude that there are sectors and people who do not share the approach of inclusive education. On the other hand, inclusive education, as the very object of education and pedagogy, needs to be built from reflection and the factors necessary for the family, society and school to converge. Finally, it is concluded that, in order to improve the quality of life of people with intellectual disabilities, an optimal school environment must be created for their human relations and an atmosphere of trust, where the well-being and development of these students is promoted. At the same time, it implies that institutions and teachers must be prepared to develop the necessary actions to fulfill this objective.La investigación se aproxima al conocimiento de la educación inclusiva desde una perspectiva axiológica y Bioética, a partir de la mirada de adultos con discapacidad intelectual que participan en un programa formativo. Los objetivos aspiran a comprender en profundidad cómo valoran los participantes el proceso inclusivo que desarrollan, la educación inclusiva y el logro de su calidad de vida. Para ello, se realizan catorce entrevistas en la que participan 14 estudiantes adultos con discapacidad. El análisis de los resultados permitió concluir que hay sectores y personas que no comparten el enfoque de la educación inclusiva. Por otro lado, se necesita que la educación inclusiva, como objeto mismo de la educación y la Pedagogía, se construya desde la reflexión y los factores necesarios para que la familia, la sociedad y la escuela, converjan. Finalmente, se concluye con que, para mejorar la calidad de vida de las personas con discapacidad intelectual, se debe incidir en un ambiente escolar óptimo en sus relaciones humanas y en un ambiente de confianza, donde se propenda al bienestar y desarrollo de estos estudiantes. A su vez, implica que instituciones y maestros deben estar preparados para desarrollar las acciones necesarias para cumplir este objetivo.2021text (article)application/pdfhttps://dialnet.unirioja.es/servlet/oaiart?codigo=8116455(Revista) ISSN 2256-1536Boletín Redipe, ISSN 2256-1536, Vol. 10, Nº. 6, 2021 (Ejemplar dedicado a: Education socio-emotional, inclusive, and concept of education), pags. 110-125spaLICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI |
| spellingShingle | Inclusive education bioethical principle of autonomy bioethical principle of beneficence bioethical principle of justice bioethical principle of non-maleficence Educación inclusiva principio bioético de autonomía principio bioético de beneficencia principio bioético de justicia principio bioético de no maleficencia Cañabate Reyes, Ernesto José Herrán Gascón, Agustín de la ¿Qué opinan los alumnos con discapacidad intelectual sobre la educación inclusiva? |
| title | ¿Qué opinan los alumnos con discapacidad intelectual sobre la educación inclusiva? |
| title_full | ¿Qué opinan los alumnos con discapacidad intelectual sobre la educación inclusiva? |
| title_fullStr | ¿Qué opinan los alumnos con discapacidad intelectual sobre la educación inclusiva? |
| title_full_unstemmed | ¿Qué opinan los alumnos con discapacidad intelectual sobre la educación inclusiva? |
| title_short | ¿Qué opinan los alumnos con discapacidad intelectual sobre la educación inclusiva? |
| title_sort | que opinan los alumnos con discapacidad intelectual sobre la educacion inclusiva |
| topic | Inclusive education bioethical principle of autonomy bioethical principle of beneficence bioethical principle of justice bioethical principle of non-maleficence Educación inclusiva principio bioético de autonomía principio bioético de beneficencia principio bioético de justicia principio bioético de no maleficencia |
| url | https://dialnet.unirioja.es/servlet/oaiart?codigo=8116455 |
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