Actitud del docente y calidad de inclusión en estudiantes con autismo en instituciones de básica regular de la Región Callao en el año 2020
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Date
2021-01-29
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El propósito de la presente investigación es brindar una calidad de inclusión a los
estudiantes que presentan Trastorno Espectro Autista (TEA), con el fin de lograr una
experiencia enriquecedora de aprendizaje y así puedan desarrollar conocimientos,
habilidades y competencias necesarias para la vida. Determinando la relación que existe
entre la actitud del docente y la calidad de inclusión de los estudiantes con TEA en las
instituciones educativas de Básica Regular del nivel primaria de los distritos de Bellavista
y Carmen de La Legua en la Región Callao en el año 2020, podremos brindar una
educación eficiente. La investigación se realizó con 30 docentes de Instituciones
Educativas públicas del nivel Primaria de los distritos de Bellavista y Carmen de La Legua
que en sus aulas inclusivas contaban con un niño con TEA, para lo cual se utilizó como
instrumento un cuestionario, siendo la investigación de diseño cuantitativo correlacional.
En cuanto al resultado como se observa en la tabla 14, según el coeficiente de correlación
de Rho de Spearman que existe una relación altamente significativa entre actitud docente y
calidad de inclusión siendo la relación de magnitud alta (r = ,834**) y de tendencia
positiva, asimismo el p valor es menor al grado de significancia estadística (p = ,000 <
0,05). Se concluye que existe relación positiva y significativa entre la actitud del docente y
la calidad de inclusión de los estudiantes con TEA en las instituciones de Básica Regular
del nivel primaria de los distritos de Bellavista y Carmen de La Legua en la Región Callao
en el año 2020, evidenciando que los docentes que presentan actitud favorable también
presentan una calidad de intervención en la inclusión de estudiantes, la misma que se
representa en una relación positiva de magnitud alta (r = ,834**).
The purpose of this research is to provide a quality inclusion to students with Autism Spectrum Disorder (ASD), in order to achieve an enriching learning experience and develop knowledge, skills and competencies necessary for life. Determining the relationship that exists between the teacher's attitude and the quality of inclusion of students with ASD in the Regular Basic educational institutions of the primary level of the Bellavista and Carmen de La Legua districts in the Callao Region in 2020, we will be able to provide an efficient education. The research was carried out with 30 teachers of public Educational Institutions of the Primary level of the districts of Bellavista and Carmen de La Legua who in their inclusive classrooms had a child with ASD. The instrument was a questionnaire and the investigation was a correlational quantitative design. Regarding the result, as shown in table 14, according to Spearman's Rho correlation coefficient, there is a highly significant relationship between teaching attitude and quality of inclusion, the relationship being of high magnitude (r =. 834 **) and of positive trend, also the p-value is less than the degree of statistical significance (p = .000 <0.05). It is concluded that there is a positive and significant relationship between the teacher's attitude and the quality of inclusion of students with ASD in the Regular Basic institutions of the primary level of the Bellavista and Carmen de La Legua districts in the Callao Region in 2020 , evidencing that teachers who present a favorable attitude also present a quality of intervention in the inclusion of students, the same that is represented in a positive relationship of high magnitude (r = .834 **).
The purpose of this research is to provide a quality inclusion to students with Autism Spectrum Disorder (ASD), in order to achieve an enriching learning experience and develop knowledge, skills and competencies necessary for life. Determining the relationship that exists between the teacher's attitude and the quality of inclusion of students with ASD in the Regular Basic educational institutions of the primary level of the Bellavista and Carmen de La Legua districts in the Callao Region in 2020, we will be able to provide an efficient education. The research was carried out with 30 teachers of public Educational Institutions of the Primary level of the districts of Bellavista and Carmen de La Legua who in their inclusive classrooms had a child with ASD. The instrument was a questionnaire and the investigation was a correlational quantitative design. Regarding the result, as shown in table 14, according to Spearman's Rho correlation coefficient, there is a highly significant relationship between teaching attitude and quality of inclusion, the relationship being of high magnitude (r =. 834 **) and of positive trend, also the p-value is less than the degree of statistical significance (p = .000 <0.05). It is concluded that there is a positive and significant relationship between the teacher's attitude and the quality of inclusion of students with ASD in the Regular Basic institutions of the primary level of the Bellavista and Carmen de La Legua districts in the Callao Region in 2020 , evidencing that teachers who present a favorable attitude also present a quality of intervention in the inclusion of students, the same that is represented in a positive relationship of high magnitude (r = .834 **).
Description
Keywords
Actitud, Calidad de inclusión, Trastorno Espectro Autista
Citation
Tambra Yañez, R. L. (2021). Actitud del docente y calidad de inclusión en estudiantes con autismo en instituciones de básica regular de la Región Callao en el año 2020 (Tesis de maestría). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.