| Popis: |
espanolLa investigacion se aproxima al conocimiento de la educacion inclusiva desde una perspectiva axiologica y Bioetica, a partir de la mirada de adultos con discapacidad intelectual que participan en un programa formativo. Los objetivos aspiran a comprender en profundidad como valoran los participantes el proceso inclusivo que desarrollan, la educacion inclusiva y el logro de su calidad de vida. Para ello, se realizan catorce entrevistas en la que participan 14 estudiantes adultos con discapacidad. El analisis de los resultados permitio concluir que hay sectores y personas que no comparten el enfoque de la educacion inclusiva. Por otro lado, se necesita que la educacion inclusiva, como objeto mismo de la educacion y la Pedagogia, se construya desde la reflexion y los factores necesarios para que la familia, la sociedad y la escuela, converjan. Finalmente, se concluye con que, para mejorar la calidad de vida de las personas con discapacidad intelectual, se debe incidir en un ambiente escolar optimo en sus relaciones humanas y en un ambiente de confianza, donde se propenda al bienestar y desarrollo de estos estudiantes. A su vez, implica que instituciones y maestros deben estar preparados para desarrollar las acciones necesarias para cumplir este objetivo. EnglishThe research approaches the knowledge of inclusive education from an axiological and bioethical perspective, from the perspective of adults with intellectual disabilities who participate in a training program. The objectives aim to understand in depth how the participants value the inclusive process they develop, the inclusive education and the achievement of their quality of life. To this end, fourteen interviews are conducted with 14 adult students with disabilities. The analysis of the results made it possible to conclude that there are sectors and people who do not share the approach of inclusive education. On the other hand, inclusive education, as the very object of education and pedagogy, needs to be built from reflection and the factors necessary for the family, society and school to converge. Finally, it is concluded that, in order to improve the quality of life of people with intellectual disabilities, an optimal school environment must be created for their human relations and an atmosphere of trust, where the well-being and development of these students is promoted. At the same time, it implies that institutions and teachers must be prepared to develop the necessary actions to fulfill this objective. |
