Teaching strategies in the inclusion of children in situation of vulnerability
The inclusion of children in the classroom requires input and commitment not only of the child, but of all
those who form part of the context, from the family group, the institution, the community and mainly teachers,
responsible for responding to the demands in the classroom. The objective of this work is to glimpse if there
is incidence of attitudes and teacher perceptions against a child vulnerable psychosocial for child abuse in
the classroom of a common school, in the implementation of educational strategies that enable and facilitate
educational inclusion. A sample was taken not simple accidental probabilistic 90 teachers in levels, initial,
primary and secondary schools in areas deprived of the South of the Gran Buenos Aires. 73,33% Is female and
26.67% male, with an average age of 31,60 (DT = 7, 953; Median = 29 years; Max = 59 years; Min = 22 years).
With respect to the level of formal education, 90% has title of Professor and the rest have Bachelor’s degree.
The questionnaire of teacher perceptions about the Inclusion (Cardona, Gómez-Canet y González Sánchez,
2000) and the scale of adaptations of teaching (Cardona, 2000) were administered. We found no significant
relationship between perception and attitude teacher and inclusive practices children’s psychosocial
vulnerable. We found significant differences according to levels of education in the perceptions and attitudes
about inclusion and in adaptation strategies.
Perception, Vulnerability psycho-social, Inclusion, Education, Child abuse.
Full text in Spanish
Folco, M. (2013).
Estrategias docentes en la inclusión de niños y
niñas en situación de vulnerabilidad. International Journal of Education for Social Justice (RIEJS), 2(2),