Las dificultades para la educación integradora desde la perspectiva de futuros maestros de inglés

Abstract

El presente artículo presenta y analiza los hallazgos de un estudio de naturaleza cualitativa sobre las percepciones que expresan futuros maestros especialistas de inglés en el transcurso de las Prácticas de Enseñanza sobre la integración y la atención a las necesidades educativas especiales en el aula ordinaria. El análisis de los datos textuales aportados por los informantes, además de revelar las ideas que éstos sostienen en torno a la integración, evidencia una frecuente ausencia de experiencias de enseñanza auténticamente integradoras durante ese período crítico de formación profesional.

Iowa World Language teachers’ attitudes regarding inclusion

“…These exceptions to their support of the inclusion of all students were consistent with findings from previous researchers in other content areas (e.g., DeSimone & Parmar, 2006;Walpole, 2008), which suggested that secondary WL teachers struggled with inclusion in similar ways as teachers in other subject areas. Difficulty including students with emotional and behavioral disorders was found in previous studies of WL teachers (Barrios Espinosa & García Mata, 2014) and of elementary and secondary teachers in general (Idol, 2006), as well as in several studies included in Kalambouka et al (2007) synthesis of research on the effects of inclusion on student outcomes. Addressing students with emotional and behavioral disabilities within a communicative language classroom may be an area that warrants future research and particular attention in Special Education training and support for preservice and in-service WL teachers.…”

“…Despite stating positive views of inclusion, studies of WL teachers' attitudes toward teaching SWDs revealed areas in which WL teacher support for inclusion waivered. These included reports from WL teachers that providing assistance to SWDs was more time-consuming than for general education students (Hendry, 2009) and that the presence of SWDs altered the social and educational environment of the classroom (Arnett, 2001;Barrios Espinosa & García Mata, 2014). Additionally, some preservice and in-service WL teachers who reported positive views of inclusion reported being challenged by the implementation of inclusive practices (Barrios Espinosa & García Mata, 2014;Jones, 2013;Pearson & Chambers, 2005).…”

“…Numerous researchers have also found a positive relationship between a teacher's training in teaching SWDs and their attitude toward inclusion (Angiulo, 2014; Barrios Espinosa & García Mata, 2014; Blume et al, 2019; Sokal & Sharma, 2017), teachers’ perceptions of their efficacy in teaching SWDs, and their ability to adapt instruction for SWDs (Kosko & Wilkins, 2009; Zagona et al, 2017).…”