Percepción docente sobre la inclusión educativa del alumnado con altas capacidades intelectuales
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Fecha
2024
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Red Iberoamericana de Investigación sobre Cambio y Eficacia Escolar
Resumen
El sistema educativo ha de velar por una educación de calidad e inclusiva para todo el alumnado, haciendo extensiva su misión al alumnado con altas capacidades intelectuales (ACI). En consecuencia, el marco normativo vigente reconoce las necesidades específicas de apoyo educativo que presenta este colectivo y la necesaria personalización de su educación. El presente estudio, de carácter cuantitativo, tiene por objeto analizar las percepciones de 124 docentes de Educación Primaria y Secundaria Obligatoria de la Comunidad Autónoma del País Vasco (España) hacia la inclusión educativa del alumnado con ACI, a través de una escala que recoge tanto la importancia otorgada como el nivel de implementación en la práctica. El análisis de los resultados a través de la técnica AIR facilita la detección de los aspectos a priorizar para que la inclusión educativa del alumnado con ACI supere el plano de la planificación educativa. Los resultados muestran que los docentes coinciden en la necesidad de garantizar la inclusión educativa del alumnado con ACI a través de la mejora de su abordaje. Destacan como principales áreas de mejora la implicación activa de todos los agentes intervinientes, una mayor cualificación pedagógica de los docentes, y una mayor dotación de recursos que garantice la viabilidad de su atención educativa.
The educational system must ensure a quality and inclusive education for all students, extending its mission to students with high abilities. Consequently, the current regulatory framework recognizes the specific educational support needs of this group and the necessary personalization of their education. The aim of this quantitative study is to analyze the perceptions of 124 teachers of Primary and Compulsory Secondary Education in the Autonomous Community of the Basque Country (Spain) towards the educational inclusion of students with high abilities, using a scale that reflects the importance given and the level of implementation in practice. The analysis of the results through the AIR technique facilitates the detection of the aspects to be prioritized so that the educational inclusion of students with high abilities goes beyond the level of educational planning. The results show that teachers agree on the need to guarantee the educational inclusion of students with high abilities by improving their approach. The main areas for improvement are the active involvement of all the intervening agents, greater pedagogical qualification of teachers, and a greater provision of resources to guarantee the viability of their educational attention.
The educational system must ensure a quality and inclusive education for all students, extending its mission to students with high abilities. Consequently, the current regulatory framework recognizes the specific educational support needs of this group and the necessary personalization of their education. The aim of this quantitative study is to analyze the perceptions of 124 teachers of Primary and Compulsory Secondary Education in the Autonomous Community of the Basque Country (Spain) towards the educational inclusion of students with high abilities, using a scale that reflects the importance given and the level of implementation in practice. The analysis of the results through the AIR technique facilitates the detection of the aspects to be prioritized so that the educational inclusion of students with high abilities goes beyond the level of educational planning. The results show that teachers agree on the need to guarantee the educational inclusion of students with high abilities by improving their approach. The main areas for improvement are the active involvement of all the intervening agents, greater pedagogical qualification of teachers, and a greater provision of resources to guarantee the viability of their educational attention.
Palabras clave
Altas capacidades intelectuales
Inclusión educativa
Educación obligatoria
Formación docente
Intervención educativa
High abilities
Gifted students
Educational inclusion
Compulsory education
Teacher training
Educational intervention
Inclusión educativa
Educación obligatoria
Formación docente
Intervención educativa
High abilities
Gifted students
Educational inclusion
Compulsory education
Teacher training
Educational intervention
Descripción
Materias
Cita
Martínez Izaguirre, M., Álvarez, A., & Iraurgi Castillo, I. (2024). Percepción Docente sobre la Inclusión Educativa del Alumnado con Altas Capacidades Intelectuales. REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 22(4), 189-205. https://doi.org/10.15366/REICE2024.22.4.010