Social representations on inclusive education from the perspective of the graduate in education in their teaching practice scenarios.
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Abstract
This study analyzes (a) the social representations that the students of the 10th semester of the Bachelor's degree program of an IES of Neiva, Huila have about inclusive education. For this purpose, fieldwork was conducted following a qualitative methodology with an ethnographic approach in which documentary review, participant observation, survey and semi-structured interview were used. The results of the research reveal that for the group of participants inclusive education is reduced almost exclusively to the special attention that should be given to students with disabilities, which requires additional work in the classroom and also requires special training that both the State and the educational institution should provide.
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