Guidance action and disability: suggestions for work in the classroom
DOI:
https://doi.org/10.5944/reop.vol.21.num.3.2010.11548Keywords:
disability, special education needs, integration, attitudes, educational inclusion, psychopedagogic intervention, solidarity, valuesAbstract
ABSTRACT
There is considerable progress in the regular educational development of students with disabilities nowadays, but measures for their effective social integration are still necessary within a framework of coexistence, knowledgeable and sensitive to their circumstances. Social attitudes determine friendship, companionship and relationships that, in general, children and young people have in classrooms and other common contexts. When these attitudes are aimed at the image of disabled people, we find adjectives of inferiority, weakness, distance and less acceptance, etc. These generate prejudice, stereotypes and misconceptions, resulting in relationships with lower levels of interaction and quality, not adjusted to a true emotional relationship in the values of acceptance, respect and solidarity, and therefore educational intervention is required. Based on an analysis of social behavior in a framework of values, this work intends to promote reflection by teachers in their tutorial role, in relation to students with disabilities, with the aim of developing a positive classroom atmosphere of respect, acceptance and mutual support. Some elements are provided to develop a working plan as well as to reflect on evolving attitudes towards people with some limitations, within a framework of inclusion and coexistence in the classroom and school.
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