Beyond Labels: Teachers' Perceptions on Disability and Educational Inclusion in Primary Schools
This study contributes, through a qualitative methodology, to the knowledge and understanding of the perceptions of Early Childhood and Primary Education Teachers in the Region of Murcia (Spain) regarding their use of the semantics employed in relation to historically established neologisms used to...
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| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Católica de Córdoba. Facultad de Educación
2026
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| Acceso en línea: | https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6213 |
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| Sumario: | This study contributes, through a qualitative methodology, to the knowledge and understanding of the perceptions of Early Childhood and Primary Education Teachers in the Region of Murcia (Spain) regarding their use of the semantics employed in relation to historically established neologisms used to refer to people with low functional performance. Specifically, the qualitative variables collected in the validated EPREPADI-1 scale (Primary and Early Childhood Education Teachers' Perception Scale on their Training and Professional Practice in relation to Students with Disabilities - Díaz & Molina, 2021b) were analyzed. The results obtained from the analysis and coding performed using ATLAS.ti software are presented. Subsequently, the information extracted through the evaluation of conceptual networks is presented, revealing that the use of language can influence the creation of discriminatory situations. |
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