Representaciones sociales de docentes y padres de familia sobre inclusión educativa de niños con discapacidad cognitiva en la Institución Educativa Técnico Industrial de Turmequé

Abstract

The main objective of this study was to describe the social representations that parents, teachers and teaching directors have regarding the teaching-learning processes of children with cognitive disabilities. This research was carried out under a qualitative hermeneutical approach, wich is based on exploring the phenomena in depht, understanding them from the actors perspective, thus allowing to know and understand the meanings build around a social phenomenon (Baotista Lucia, Fernández-Collado, & Hernández-Samperí, 2014). Fort he above, an exploratory narrative research design was taken into account, throught the realization of individual semi-structured interviews, direct observations to teachers and field journals. A theoretical sampling for convenience was taken into account (Bonilla-Castro & Rodríguez-Sehk, 2005) where the participants were two parents, a teaching director and two teachers from the Turmeque Industrial Technical Educational Institution.