Escuchar las voces del alumnado para construir la inclusión y la equidad educativa: diseño y validación de un cuestionario

• Arnaiz Sánchez, Pilar ^[1] ; De Haro Rodríguez, Remedios ^[1] ; Alcaraz García, Salvador ^[1] ; Caballero García, Carmen María ^[1]
  1. [1] Universidad de Murcia

     Universidad de Murcia

     Murcia, España

     
• Localización: REMIE: Multidisciplinary Journal of Educational Research, ISSN-e 2014-2862, Vol. 9, Nº. 3, 2019 (Ejemplar dedicado a: REMIE October 2019), págs. 258-292
• Idioma: español
• Títulos paralelos:
  • Listening to Students’ Voices to Build Inclusion and Educational Equity: Design and Validation of a Questionnaire
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 5 Citas
• Resumen
  • español

    El Objetivo de Desarrollo Sostenible 4 impulsado por la UNESCO implica analizar las barreras al aprendizaje y a la participaciones existentes en los centros educativos, siendo necesario para ello contar con uno de los principales protagonistas: el alumnado. Precisamente este trabajo muestra el proceso de diseño y validación de un cuestionario, dirigido a escuchar la voz del alumnado de educación primaria y secundaria acerca de la acogida, relación y participación en las aulas ordinarias del alumnado de las aulas abiertas especializadas, con el fin de conocer si en los centros y en las aulas se ofrece una educación inclusiva y equitativa para todos.

  • English

    The Sustainable Development Goal 4 promoted by UNESCO involves analysing the learning barriers and the participation in educational centres, being necessary to consider one of the main protagonist: the students. The instrument developed is intended to listen to the voice of primary and secondary school students about the reception, relationship and participation in the ordinary classrooms of students enrolled in specialized open classrooms in order to know if the centres and the classrooms offer an inclusive and equitable education for all. To determine the validity of content, the expert judgment technique was used.

    There were nine judges who participated from different Spanish universities, using a quantitative and qualitative assessment guide. In addition, the validity of the questionnaire applied to 2649 students is presented. The results verify a concordance between the judges regarding the relevancy, clarity and adequacy of the questionnaire and a good statistical validity of it after its application. Definitely, a valid and reliable instrument is presented to listen to the voices of students in regular classrooms regarding peers with serious and permanent special educational needs who are enrolled in specialised open classrooms