Actitudes hacia la discapacidad en Educación Superior

Autores/as

DOI:

https://doi.org/10.1344/ANPSIC2022.52/2.3

Resumen

En este artículo presentamos datos sobre las actitudes hacia la discapacidad de los estudiantes de Educación Superior (ES) de una universidad española. Esta investigación es parte de un proyecto más amplio diseñado para comprender estas actitudes en otras universidades españolas y universidades brasileñas y portuguesas. La muestra total estuvo compuesta por 609 estudiantes (Media edad: 24,41; DT: 9,84), entre estudiantes de grado (85,7%) y posgraduados (14,3%) de diferentes facultades de la Universidad de Barcelona. El 77% de la muestra eran mujeres y el 6,1% tenía alguna discapacidad. La primera parte del instrumento utilizado recoge información sociodemográfica y la segunda contiene 43 enunciados agrupados en tres bloques: 17 relacionados con el modelo biológico de la discapacidad, 15 con el modelo social y 11 con la perspectiva metafísica. Los resultados mostraron el predominio de concordancia con las concepciones sociales y biológicas de la discapacidad. Además, se encontraron diferencias significativas entre las actitudes de los estudiantes relacionadas con su año de estudio, edad, profesorado y ausencia de discapacidad. Los resultados obtenidos representan un primer paso en cuanto a la necesidad de dar voz a los estudiantes con discapacidad en los procesos requeridos para su inclusión social.

Palabras clave: actitudes hacia la discapacidad, educación superior, inclusion educativa, modelos de discapacidad

Biografía del autor/a

Marta Gràcia , Department of Cognition Development and Psychology of Education, University of Barcelona, 08035, Spain; E-Mail: mgraciag@ub.edu

Full Professor of Educational Psychology. Graduated in Psychology, Doctor in Psychology of Education at the University of Barcelona and Post-doctorate University of Texas (Austin). Professor at the Department of Cognition, Development and Psychology of Education, Faculty of Psychology, University of Barcelona in Spain. Scientific advisor to research funding agencies in Spain and scientific journals. Has experience in Educational Psychology, acting mainly on the following themes: disability, special Education, inclusive Education, special educational needs, teaching and learning processes, teaching and learning oral language, social inclusion and continuing Education, early intervention. She is the coordinator of CLOD (Communication, Oral Language and Diversity) international research group, and she is the coordinator of the Interuniversity Doctoral Program in Psychology of Education (DIPE) coordinated at the University of Barcelona. She has published academic papers in academic journals (Early Child Development and Care, Journal of Intellectual and Developmental Disability, Journal of Policy and Practice in Intellectual Disabilities, Journal of Applied Research in Intellectual Disabilities, among others) and in books edited by Paul H. Brookes, among others.  ORCID: 0000-0003-1280-4578 

Lucia Leite, Department of Psychology, Universidade Estadual Paulista, Bauru, Brasil

Full Professor of Educational Psychology. Post-doctorate in the Graduate Program in Special Education (UFSCar). Graduated in Psychology, Master and Doctor in Education (São Paulo State University - UNESP). Professor at the Department of Psychology and the Graduate Program in Developmental and Learning Psychology at the Faculty of Sciences (São Paulo State University - UNESP- Bauru – Brazil). Scientific advisor to research funding agencies in Brazil and scientific journals. Has experience in Educational Psychology, Social Psychology and Education, acting mainly on the following themes: disability, special Education, inclusive Education, special educational needs, teaching and learning processes, social inclusion and continuing Education. Participated as deputy coordinator of a research network financed by CAPES - Education Observatory in Higher Education. Leader of GEPDI - Study and Research Group on Disability and Inclusion - CNPq. Research Productivity Scholarship at National Council for Scientific and Technological Development (CNPq). Member of the Psychology and Educational Policies Working Group - National Association for Research and Graduate Studies in Psychology. Member of the Consultative Committee on Special Education and Specialized Care in Exams and Assessments of Basic Education of the National Institute of Educational Studies and Research - Brazil. 

Cristina Cañete-Massé, Department of Social Psychology and Quantitative Psychology, University of Barcelona

Pre-doctoral student at the University of Barcelona. Graduated in Psychology and member of Quantitative Psychology section. Partial professor at the University of Barcelona in fields linked with statistics and member of the Institut of Complex systems (UBICS). Has experience in statistics and research techniques and has been a scientific advisor in some projects linked with Psychology.

Descargas

Publicado

2022-07-25

Número

Vol. 52 Núm. 2 (2022)

Sección

Artículos

Licencia

El/la autor/a que publica en esta revista está de acuerdo con los términos siguientes:

El/la autor/a cede en exclusiva todos los derechos de propiedad intelectual al/la editor/a para todo el mundo y toda la duración de los derechos de propiedad intelectual vigentes aplicables.

El/la autor/a puede difundir una copia de sus artículos respetando la política de acceso libre de la revista.