Representaciones sociales de la inclusión que tienen los actores educativos de la Unidad Educativa Sinincay

Abstract

The main objective of this research is to determine the social representations of inclusion that the educational actors of the Unidad Educativa Sinincay have. It was based on the Central Nucleus Theory of Jean Claude Abric (2001) and the Theoretical Model on Inclusion of Booth and Ainscow (2002), since the model synthesizes and systematizes the inclusive process in the school and the theory represents a nuclear structure of the cognitive process that the community has around inclusion. Methodologically, it was based on a quantitative paradigm and on a descriptive method, of a sample made up of all the directors and teachers of the institution, 132 students of General Basic Higher Education and Baccalaureate and 85 parents and / or legal representatives. Data collection was done with a stimulus questionnaire supported by the natural semantic networks technique. According to the analysis of results, it was determined that, although it is true, educational actors are aware of inclusion, cultural and social diversity is not being addressed, within the institutional learning process, at any of its levels, and there is also clear integrating features focused on attention to disability. Consequently, the cinema forum "SINEXCLUSIÓN" is proposed to promote inclusive values that will improve the social representation of educational inclusion.