Teaching practices and inclusive culture for vulnerable primary school groups in Sonora, Mexico
Article Sidebar
Main Article Content
Abstract
Abstract (analytical)
The objective of this research was to analyze the practices and inclusive culture of primary school teachers who work with children from vulnerable population groups in Hermosillo, Sonora, Mexico. The methodology used was a non-experimental quantitative study. The Inclusion Index questionnaire was completed by 124 teachers. The results show that the most common types of vulnerability in the classroom correspond to poor economic situations, dysfunctional families and disabilities. There is a significant bidirectional relationship between teaching practices and inclusive culture (.741), which means that it is necessary to create a collaborative community, implement inclusive methodologies and support resources. The structural model predicts 36% inclusive education for students
from vulnerable population groups.
Keywords: Inclusion, vulnerability, childhood, practices, culture.
Downloads
Article Details
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
-
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
-
NonCommercial — You may not use the material for commercial purposes.
-
ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.