La percepción de los alumnos como indicador de inclusión educativa

  1. Margarita Rodríguez Gudiño 1
  2. Cristina Jenaro Río 2
  3. Raimundo Castaño Calle 3
  1. 1 Equipo de Orientación Educativa y Psicopedagógica (EOEP) de Olivenza (Badajoz)
  2. 2 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

  3. 3 Universidad Pontificia de Salamanca
    info

    Universidad Pontificia de Salamanca

    Salamanca, España

    ROR https://ror.org/02jj93564

Journal:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X 2174-5374

Year of publication: 2022

Volume: 25

Issue: 1

Pages: 357-379

Type: Article

DOI: 10.5944/EDUXX1.30198 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Educación XX1: Revista de la Facultad de Educación

Sustainable development goals

Abstract

The main goal of this study was to analyze the relationship between pupils’ perception of their schools as inclusive schools and their sociometric status. For this, a sample of 881 students belonging to 43 primary classrooms (6 to 12 years old) of different educational levels, of which 98 pupils presented specific educational support needs (11.12 %), all of them enrolled in ordinary schools in the region of Extremadura (Spain). a questionnaire, based on the peers nomination method and attributes association, was used to analyze sociometric status. the Questionnaire on the Children’s Point of View, taken from the Index for Inclusion (Booth, ainscow & Kingston, 2006), was used to assess the pupils’ perception of their schools. the study showed that the perception that pupils have of their schools, whether they have specific needs for educational support or not, is significantly associated with their sociometric status, and more specifically, the rejection they receive in their classrooms from their peers. the results also indicated that students with specific educational needs feel more supported by teachers than by their peers. this leads us to reflect on whether the organizational measures adopted by schools affect their inclusion. Hence, the need to periodically assess grouping strategies and pupils ́ perception of their schools.

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