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: Díaz Santa María, Yonatan, Molina Saorín, Jesús, Pérez González, María
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Católica de Córdoba. Facultad de Educación 2026
Materias:
integration
perception
special education
learning difficulties
integración
percepción
educación especial
dificultad en el aprendizaje
Acceso en línea:https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6213
Aporte de:
Diálogos pedagógicos de Universidad Católica de Córdoba
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spelling I38-R392-article-62132026-04-30T18:54:57Z Beyond Labels: Teachers' Perceptions on Disability and Educational Inclusion in Primary Schools Más allá de las etiquetas: La percepción docente sobre discapacidad e inclusión educativa en la escuela primaria Díaz Santa María, Yonatan Molina Saorín, Jesús Pérez González, María integration perception special education learning difficulties integración percepción educación especial dificultad en el aprendizaje 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. Este estudio contribuye, a través de una metodología de carácter cualitativo, al conocimiento y entendimiento de la percepción de los maestros de Educación Infantil y Primaria de la Región de Murcia (España) sobre el uso que hacen de la semántica empleada al respecto de esos neologismos históricamente conocidos para referirse a las personas con bajo desempeño funcional. Se han analizado las variables de corte cualitativo recogidas en la escala -ya validada- EPREPADI-1 (Escala de Percepción del Profesorado de Educación Primaria e Infantil sobre su Formación y Práctica Profesional en relación con el Alumnado con Discapacidad -Díaz y Molina, 2021-). Como resultado, se exponen los datos obtenidos del análisis y la codificación realizada a través del software ATLAS.ti. Seguidamente, se presenta la información extraída a través de la valoración de las redes conceptuales, que muestra que el uso del lenguaje puede influir en la creación de situaciones de discriminación.  Universidad Católica de Córdoba. Facultad de Educación 2026-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/epub+zip https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6213 10.22529/dp.2026.24(47)03 Diálogos Pedagógicos; Vol. 24 Núm. 47 (2026): abril - septiembre 2026; 28-52 2524-9274 1667-2003 spa https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6213/9104 https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6213/9105 Derechos de autor 2026 Yonatan Díaz Santa María, Jesús Molina Saorín, María Pérez González https://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Católica de Córdoba
institution_str I-38
repository_str R-392
container_title_str Diálogos pedagógicos
language Español
format Artículo revista
topic integration
perception
special education
learning difficulties
integración
percepción
educación especial
dificultad en el aprendizaje
spellingShingle integration
perception
special education
learning difficulties
integración
percepción
educación especial
dificultad en el aprendizaje
Díaz Santa María, Yonatan
Molina Saorín, Jesús
Pérez González, María
Beyond Labels: Teachers' Perceptions on Disability and Educational Inclusion in Primary Schools
topic_facet integration
perception
special education
learning difficulties
integración
percepción
educación especial
dificultad en el aprendizaje
author Díaz Santa María, Yonatan
Molina Saorín, Jesús
Pérez González, María
author_facet Díaz Santa María, Yonatan
Molina Saorín, Jesús
Pérez González, María
author_sort Díaz Santa María, Yonatan
title Beyond Labels: Teachers' Perceptions on Disability and Educational Inclusion in Primary Schools
title_short Beyond Labels: Teachers' Perceptions on Disability and Educational Inclusion in Primary Schools
title_full Beyond Labels: Teachers' Perceptions on Disability and Educational Inclusion in Primary Schools
title_fullStr Beyond Labels: Teachers' Perceptions on Disability and Educational Inclusion in Primary Schools
title_full_unstemmed Beyond Labels: Teachers' Perceptions on Disability and Educational Inclusion in Primary Schools
title_sort beyond labels: teachers' perceptions on disability and educational inclusion in primary schools
description 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.
publisher Universidad Católica de Córdoba. Facultad de Educación
publishDate 2026
url https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6213
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first_indexed 2026-05-15T05:05:53Z
last_indexed 2026-05-15T05:05:53Z
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