medigraphic.com
ISSN 1561-3011 (Electronic)

2022, Number 1

<< Back Next >>

Rev Cubana Invest Bioméd 2022; 41 (1)

Inclusive Education and COVID-19: a phenomenological study

Rivera AEG, Méndez VJ, Huayta FYJ, Garro-Aburto LL, Vela ML, Reynosa NE

Language: English
References: 43
Page: 1-2
PDF size: 523.36 Kb.


ABSTRACT

Objective: To systematize the pedagogical experiences of four Peruvian teachers of Inclusive Education in Peru, COVID-19 context.
Methods: Hermeneutical phenomenology proposal with a qualitative approach, which used the in-depth interview to gather information concerning the categories: Teacher; School; Students and parents; Pandemic situation; and Stress, coping and perspectives. The study intervention was planned in three stages: 1. Descriptive: it allowed planning, preparing technical documents, sensitizing participants, and recommending ethical intervention protocols. 2. Structural: it allowed workshops among researchers to practice intervention procedures, review contingency plans and specify the essential research skills and attributes to achieve the study's objective. Also, the preliminary results were shared with the participants before legitimizing the results. 3. Discussion: the results were contrasted with previous studies to elucidate the coherence and/or fundamental contradictions.
Results: Among the main findings, stand out the lack of planned teacher training, the economic limitations of teachers and parents, overwork and its effect on the mental health of teachers, possible violations of the legal framework established for care inclusive children in Peru, as well as problems of adaptation to the new educational scenario.
Conclusions: economic limitations and connectivity problems limit the teacher's performance and the normal learning of inclusive children. The work of the inclusive teacher overflows their working hours, causing emotional effects that impact their performance and quality of life. It is imperative to comply with the legal framework that allows the enrollment and enrollment of inclusive students in Peru.


REFERENCES

  1. Krishnakumar B, Rana S. COVID 19 in INDIA: Strategies to combat fromcombination threat of life and livelihood. J Microbiol Immunol Infect [Internet]. 2020 Jun [cited 2021 Dec 15];53(3):389–91. Available from:https://www.sciencedirect.com/science/article/pii/S1684118220300840

  2. Espinoza Parra CN, Maldonado Regalado GA, Rosero Poma CJ. Los desafíos de lainclusión en tiempos de COVID-19. Rev Sci [Internet]. 2020 Aug [cited 2021 Dec15];5(17):221–39. Available from: https://doi.org/10.29394/Scientific.issn.2542-2987.2020.5.17.11.221-239

  3. Symeonidou S. Initial teacher education for inclusion: a review of theliterature. Disabil Soc [Internet]. 2017 [cited 2021 Dec 15];32(3):401–22. Availablefrom: https://doi.org/10.1080/09687599.2017.1298992

  4. Alur M, Timmons V. Inclusive Education across Cultures: Crossing Boundaries,Sharing Ideas. J Res Spec Educ Needs [Internet]. 2010 Aug 2 [cited 2020 Nov7];10:202–3. Available from: http://doi.wiley.com/10.1111/j.1471-3802.2010.01170.x

  5. UNESCO. The Salamanca Statement and Framework for Action on Special NeedsEducation. [Internet]. 1994 [cited 2021 Dec 15]. p. 1–50. Available from:https://www.right-to-education.org/resource/salamanca-statement-andframework-action-special-needs-education

  6. Schwab S, Zurbriggen CLA, Venetz M. Agreement among student, parent andteacher ratings of school inclusion: A multitrait-multimethod analysis. J SchPsychol [Internet]. 2020 Oct [cited 2021 Dec 15];82:1–16. Available from:https://doi.org/10.1016/j.jsp.2020.07.003

  7. Medina-García M, Doña-Toledo L, Higueras-Rodríguez L. Equal Opportunities inan Inclusive and Sustainable Education System: An Explanatory Model.Sustainability [Internet]. 2020 Jun [cited 2021 Dec 15];12(11):4626. Availablefrom: https://doi.org/10.3390/su12114626

  8. Cretu DM, Morandau F. Initial teacher education for inclusive education: Abibliometric analysis of educational research. Sustain [Internet]. 2020 Jun [cited2021 Dec 15];12(12). Available from: https://doi.org/10.3390/su12124923

  9. Henry C, Namhla S. Continuous professional development for inclusive ECDteachers in Chiredzi Zimbabwe: Challenges and opportunities. Sci African[Internet]. 2020 Jul [cited 2021 Dec 15];8:e00270. Available from:https://doi.org/10.1016/j.sciaf.2020.e00270

  10. Clark C, Dyson A, Millward A. Towards Inclusive Schools? [Internet].Educational Management Administration and Leadership. London: Taylor & FrancisGroup; 2018 [cited 2021 Dec 15]. 1–224 p. Available from:https://doi.org/10.4324/9780429469084

  11. Brooks SK, Webster RK, Smith LE, Woodland L, Wessely S, Greenberg N, et al.The psychological impact of quarantine and how to reduce it: rapid review of theevidence. Lancet [Internet]. 2020 Mar 14 [cited 2021 Oct 30];395(10227):912–20.Available from: https://www.thelancet.com/article/S0140-6736(20)30460-8/fulltext

  12. Fontanesi L, Marchetti D, Mazza C, Di Giandomenico SD, Roma P, VerrocchioMC. The Effect of the COVID-19 Lockdown on Parents: A Call to Adopt UrgentMeasures. Psychol Trauma Theory, Res Pract Policy [Internet]. 2020 [cited 2021Dec 15];12(S1):S79. Available from: https://doi.org/10.1037/tra0000672

  13. Neece C, McIntyre LL, Fenning R. Examining the impact of COVID‐19 inethnically diverse families with young children with intellectual anddevelopmental disabilities. J Intellect Disabil Res [Internet]. 2020 Aug [cited 2021Dec 28];64(10):739–49. Available from: https://doi.org/10.1111/jir.12769

  14. Coyne LW, Gould ER, Grimaldi M, Wilson KG, Baffuto G, Biglan A. First ThingsFirst: Parent Psychological Flexibility and Self-Compassion During COVID-19. BehavAnal Pract [Internet]. 2020 May [cited 2021 Dec 28];14:1092–8. Available from:https://psycnet.apa.org/doi/10.1007/s40617-020-00435-w

  15. Asbury K, Fox L, Deniz E, Code A, Toseeb U. How is COVID-19 Affecting theMental Health of Children with Special Educational Needs and Disabilities andTheir Families? J Autism Dev Disord. 2020;

  16. Llamazares de Prado JE, Arias Gago AR, Melcon Alvarez MA. The role of theprofessional and the family before the diversity functional from the reviewtheoretical. Holos [Internet]. 2017 Dec [cited 2021 Dec 28];7(33):198–212.Available from:https://www2.ifrn.edu.br/ojs/index.php/HOLOS/article/view/5592

  17. Cleland J, McKimm J, Fuller R, Taylor D, Janczukowicz J, Gibbs T. Adapting tothe impact of COVID-19: Sharing stories, sharing practice. Med Teach [Internet].2020 Jul 2 [cited 2020 Aug 27];42(7):772–5. Available from:https://doi.org/10.1080/0142159X.2020.1757635

  18. Besser A, Lotem S, Zeigler-Hill V. Psychological Stress and Vocal SymptomsAmong University Professors in Israel: Implications of the Shift to OnlineSynchronous Teaching During the COVID-19 Pandemic. J Voice [Internet]. 2020 Jun5 [cited 2020 Aug 27];S0892-1997(20):1–8. Available from:https://doi.org/10.1016/j.jvoice.2020.05.028

  19. Espino-Díaz L, Fernandez-Caminero G, Hernandez-Lloret CM, Gonzalez-Gonzalez H, Alvarez-Castillo JL. Analyzing the impact of COVID-19 on educationprofessionals. Toward a paradigm shift: ICT and neuroeducation as a binomial ofaction. Sustainability [Internet]. 2020 Jul 1 [cited 2020 Aug 26];12(5646):1–10.Available from: https://doi.org/10.3390/su12145646

  20. Zhu X, Liu J. Education in and After Covid-19: Immediate Responses and Long-Term Visions. Postdigital Sci Educ [Internet]. 2020 Apr 26 [cited 2020 Aug 27];1–5.Available from: https://doi.org/10.1007/s42438-020-00126-3

  21. Ayala Carabajo R. La metodología fenomenológico-hermeneútica de M. VanManen en el campo de la investigación educativa. Posibilidades y primerasexperiencias. Rev Investig Educ RIE [Internet]. 2008 Jul [cited 2021 Dec28];26(2):409–30. Available from: https://revistas.um.es/rie/article/view/94001

  22. World Medical Association Declaration of Helsinki. Ethical Principles for Medical Research Involving Human Subjects. Clin Rev Educ [Internet]. 2013 [cited2021 May 30];310(20):2191–4. Available from: https://www.wma.net/wpcontent/uploads/2016/11/DoH-Oct2013-JAMA.pdf

  23. Chung E, Noor NM, Vloreen Nity Mathew. Are you ready? an assessment ofonline learning readiness among university students. Int J Acad Res Bus Soc Sci[Internet]. 2020 [cited 2021 Dec 28];9(1):301–17. Available from:http://dx.doi.org/10.6007/IJARPED/v9-i1/7128

  24. Romero-Rodriguez JM, Aznar-Diaz I, Hinojo-Lucena FJ, Gomez-Garcia G.Mobile Learning in Higher Education: Structural Equation Model for Good TeachingPractices. IEEE Access [Internet]. 2020 [cited 2020 Aug 26];8:91761–9. Availablefrom: https://doi.org/10.1109/ACCESS.2020.2994967

  25. Kucirkova N, Evertsen-Stanghelle C, Studsrød I, Jensen IB, Størksen I. Lessonsfor child–computer interaction studies following the research challenges duringthe Covid-19 pandemic. Int J Child-Computer Interact [Internet]. 2020 Dec 1[cited 2020 Oct 27];26(100203):1–7. Available from:https://doi.org/10.1016/j.ijcci.2020.100203

  26. Rap S, Feldman-Maggor Y, Aviran E, Shvarts-Serebro I, Easa E, Yonai E, et al.An Applied Research-Based Approach to Support Chemistry Teachers during theCOVID-19 Pandemic. J Chem Educ [Internet]. 2020 Sep 8 [cited 2020 Oct

  27. 27];97(9):3278–84. Available from:https://pubs.acs.org/doi/10.1021/acs.jchemed.0c0068727. Estrada-Muñoz C, Castillo D, Vega-Muñoz A, Boada-Grau J. Teachertechnostress in the chilean school system. Int J Environ Res Public Health[Internet]. 2020 Aug 1 [cited 2020 Nov 1];17(15):1–17. Available from:https://doi.org/10.3390/ijerph17155280

  28. Canaza-Choque FA. Educación y desigualdad en el Perú: rupturas y redes deesperanza en el plan de vivir juntos. UCV HACER Rev Inv Cult [Internet]. 2018[cited 2020 Oct 30];7(2). Available from:https://dialnet.unirioja.es/servlet/articulo?codigo=6642818

  29. Sá MJ, Serpa S. The COVID-19 Pandemic as an Opportunity to Foster theSustainable Development of Teaching in Higher Education. Sustainability[Internet]. 2020 Oct 15 [cited 2020 Oct 30];12(20):1–16. Available from:https://doi.org/10.3390/su12208525

  30. Nuere S, de Miguel L. The Digital/Technological Connection with COVID-19: AnUnprecedented Challenge in University Teaching. Technol Knowl Learn [Internet].2020 [cited 2020 Aug 26];26:931–43. Available from:https://link.springer.com/article/10.1007/s10758-020-09454-6

  31. Nayak KR, Punja D, Suryavanshi C. Impact of readiness assurance process andfaculty feedback on individual application exercises: a model for continuousassessment in physiology. Adv Physiol Educ [Internet]. 2020 Dec 1 [cited 2020 Oct29];44(4):509–15. Available from: https://doi.org/10.1152/advan.00065.2020

  32. Muñoz M. Análisis de las prácticas declaradas de retroalimentación en Matemáticas, en el contexto de la evaluación, por docentes chilenos. PerspectEduc [Internet]. 2020 Jul 26 [cited 2020 Oct 30];59(2):111–35. Available from:https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0718-97292020000200111&lng=es&nrm=iso&tlng=en

  33. RM N° 665-2018-MINEDU. Resolución Ministerial N° 665-2018-MINEDU[Internet]. Lima, Perú, Perú: Congreso de la República; Dec 4, 2018. Availablefrom: https://www.gob.pe/institucion/minedu/normas-legales/223235-665-2018-minedu

  34. RM No 0271-2006-ED. Resolución Ministerial No 0271-2006-ED [Internet]. Lima,Perú: Congreso de la República; Jun. Available from:http://www.minedu.gob.pe/normatividad/resoluciones/rd_0354-2006-ed.pdf

  35. Bartz J. All inclusive?! empirical insights into individual experiences ofstudents with disabilities and mental disorders at german universities andimplications for inclusive higher education. Educ Sci [Internet]. 2020 Sep 1 [cited2020 Oct 30];10(9):1–25. Available from:https://doi.org/10.3390/educsci10090223

  36. Magnússon G. Inclusive education and school choice lessons from Sweden. EurJ Spec Needs Educ [Internet]. 2020 Jan 1 [cited 2020 Oct 30];35(1):25–39.Available from:https://www.tandfonline.com/doi/full/10.1080/08856257.2019.1603601

  37. Torres Utrera JM. El educador social social y la violencia juvenil. Rev IntApoyo a la inclusión, Logop Soc y Multicult [Internet]. 2015 [cited 2021 Dec28];1(2):23–39. Available from:https://revistaselectronicas.ujaen.es/index.php/riai/article/view/4153

  38. Gómez del Castillo MT. Paulo Freire: un educador para el siglo XXI. EA, Escabierta Rev Investig Educ [Internet]. 2008 [cited 2021 Dec 28];(11):191–201.Available from: https://dialnet.unirioja.es/descarga/articulo/3088209.pdf

  39. Alinsunurin J. School learning climate in the lens of parental involvement andschool leadership: lessons for inclusiveness among public schools. Smart LearnEnviron [Internet]. 2020 Dec 1 [cited 2020 Oct 30];7(1):25. Available from:https://slejournal.springeropen.com/articles/10.1186/s40561-020-00139-2

  40. Talidong KJB, Toquero CMD. Philippine Teachers’ Practices to Deal withAnxiety amid COVID-19. J Loss Trauma [Internet]. 2020 [cited 2021 Dec 28];25(6–7):574–9. Available from: https://doi.org/10.1080/15325024.2020.1759225

  41. Urzúa A, Vera-Villarroel P, Caqueo-Urízar A, Polanco-Carrasco R. Psychology inthe prevention and management of covid-19. Contributions from the initialevidence. Ter Psicol [Internet]. 2020 Apr 1 [cited 2020 Nov 1];38(1):103–18.Available from: https://teps.cl/index.php/teps/article/view/273

  42. Blankenberger B, Williams AM. COVID and the impact on higher education: Theessential role of integrity and accountability. Adm Theory Prax [Internet]. 2020[cited 2020 Aug 26];42(3):404–23. Available from:https://doi.org/10.1080/10841806.2020.1771907

  43. Wong KM, Moorhouse BL. The Impact of Social Uncertainty, Protests, andCOVID-19 on Hong Kong Teachers. J Loss Trauma [Internet]. 2020 [cited 2020 Aug26];25(8):649–55. Available from:https://doi.org/10.1080/15325024.2020.1776523




2020     |     www.medigraphic.com