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RMIE Number 63
Volume XIX
OCTOBER-DECEMBER, 2014
Consejo Mexicano de Investigación Educativa Thematic section :

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CONCEPTO Y EXPECTATIVAS DEL DOCENTE RESPECTO DE SUS ALUMNOS CONSIDERADOS CON NECESIDADES EDUCATIVAS ESPECIALES

Ándres Mares Miramontes, Rodirgo Martínez Llamas, Hilda Rojo Sabaleta
Number 42, Volume XIV. JULIO-SEPTIEMBRE de 2009

Abstract

The objective of this study was to describe and analyze the meaning of actions implied in teachers’ concepts and expectations regarding their students with special educational needs. Study was also made of the meaning such conceptions have as symbolic constructions in an institutional setting. In-depth interviews were carried out with thirteen elementary teachers who volunteered to participate. The purpose of the interviews was to research the teachers’ forms of understanding and relating to children with special educational needs. The results indicate that teachers label undisciplined students with special educational needs as antisocial and maladapted, without possibilities for academic benefit. Yet they see docile students with special educational needs as easier to keep in the classroom, regardless of their academic learning. The conclusion is that teachers’ concepts as well as expectations are a function of the feasibility of these students’ disciplined behavior.

Resumen

El objetivo de este estudio fue describir y analizar el significado de las acciones implicadas en el concepto y expectativas de los docentes sobre sus alumnos con necesidades educativas especiales (NEE), además del sentido que tales concepciones tienen como construcciones simbólicas en un ambiente institucional. Se entrevistaron a profundidad a 13 profesores voluntarios de primaria para indagar las formas de entender y relacionarse con estos niños. Los resultados indican que al alumno con NEE indisciplinado los maestros lo etiquetan como antisocial e inadaptado y no le ven posibilidades de beneficio académico; mientras que sobre el alumno con NEE dócil expresan tener menos dificultades para mantenerlos en el aula independientemente del aprendizaje académico. Se concluye que tanto el concepto como las expectativas del docente están en función de la factibilidad de conducción disciplinaria de tales alumnos.


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