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    Meanings about educational services in the regular classroom for children with disabilities in three educational institutions

    Significados acerca de la atención educativa en el aula regular a niñas y niños en situación de discapacidad en tres instituciones educativas

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    Figueroa Ángel, Melba Ximena
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    https://revistas.usantotomas.edu.co/index.php/diversitas/article/view/106
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    TY - GEN T1 - Meanings about educational services in the regular classroom for children with disabilities in three educational institutions T1 - Significados acerca de la atención educativa en el aula regular a niñas y niños en situación de discapacidad en tres instituciones educativas AU - Figueroa Ángel, Melba Ximena PB - Universidad Santo Tomás, Colombia AB - This research aimed at understanding the meanings about the educational services in the regular classroom for children with disabilities in three educational institutions. To achieve this, a qualitative research developed from some guidelines of the ethomethodology was proposed. The information was obtained through research strategies such as participant observation, depth interviews, the story and understanding of documents involving those who are considered key players in providing education in the regular classroom for children with disabilities: children, parents or guardians, teachers and directors of institutions. This information was systematized through content analysis of categorical type, encoding and cast in matrixes. As results of the development of this research, the meanings were identified from three subcategories: canonical, exceptional and negotiations with regard to disability, school integration and inclusion.  ER - @misc{11634_7010, author = {Figueroa Ángel Melba Ximena}, title = {Meanings about educational services in the regular classroom for children with disabilities in three educational institutionsSignificados acerca de la atención educativa en el aula regular a niñas y niños en situación de discapacidad en tres instituciones educativas}, year = {}, abstract = {This research aimed at understanding the meanings about the educational services in the regular classroom for children with disabilities in three educational institutions. To achieve this, a qualitative research developed from some guidelines of the ethomethodology was proposed. The information was obtained through research strategies such as participant observation, depth interviews, the story and understanding of documents involving those who are considered key players in providing education in the regular classroom for children with disabilities: children, parents or guardians, teachers and directors of institutions. This information was systematized through content analysis of categorical type, encoding and cast in matrixes. As results of the development of this research, the meanings were identified from three subcategories: canonical, exceptional and negotiations with regard to disability, school integration and inclusion. }, url = {} }RT Generic T1 Meanings about educational services in the regular classroom for children with disabilities in three educational institutions T1 Significados acerca de la atención educativa en el aula regular a niñas y niños en situación de discapacidad en tres instituciones educativas A1 Figueroa Ángel, Melba Ximena PB Universidad Santo Tomás, Colombia AB This research aimed at understanding the meanings about the educational services in the regular classroom for children with disabilities in three educational institutions. To achieve this, a qualitative research developed from some guidelines of the ethomethodology was proposed. The information was obtained through research strategies such as participant observation, depth interviews, the story and understanding of documents involving those who are considered key players in providing education in the regular classroom for children with disabilities: children, parents or guardians, teachers and directors of institutions. This information was systematized through content analysis of categorical type, encoding and cast in matrixes. As results of the development of this research, the meanings were identified from three subcategories: canonical, exceptional and negotiations with regard to disability, school integration and inclusion.  OL Spanish (121)
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    Abstract
    This research aimed at understanding the meanings about the educational services in the regular classroom for children with disabilities in three educational institutions. To achieve this, a qualitative research developed from some guidelines of the ethomethodology was proposed. The information was obtained through research strategies such as participant observation, depth interviews, the story and understanding of documents involving those who are considered key players in providing education in the regular classroom for children with disabilities: children, parents or guardians, teachers and directors of institutions. This information was systematized through content analysis of categorical type, encoding and cast in matrixes. As results of the development of this research, the meanings were identified from three subcategories: canonical, exceptional and negotiations with regard to disability, school integration and inclusion. 
     
    Esta investigación tuvo como objetivo comprender los significados acerca de la atención educativa en el aula regular a niñas y niños en situación de discapacidad, en tres instituciones educativas. Para ello, se planteó una investigación cualitativa que se desarrolló a partir de algunos principios de la etnometodología. La información se obtuvo a través de estrategias de investigación como la entrevista a profundidad, el cuento y la comprensión de documentos que involucraban a los que se consideran principales protagonistas de la atención educativa en el aula regular de niñas y niños en situación de discapacidad: niñas y niños, padres o acudientes, profesores y directivas de las instituciones. Esta información se sistematizó a través del análisis de contenido de tipo categorial, codificación y vaciado en matrices. Como producto del desarrollo de esta investigación se identificaron los significados desde tres subcategorías: canónico, excepcional y negociaciones con respecto a la discapacidad, la integración y la inclusión escolar. 
     

     

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