¿Qué papel tienen los diferentes agentes educativos en el uso de comunicación aumentativa? Un análisis de la percepción de futuros docentes
Ángela Segura-Pérez– Universitat de València - ORCID
Pilar Sanz-Cervera – Universitat de València - ORCID
Raúl Tárraga-Mínguez – Universitat de València - ORCID
Resumen
La educación inclusiva promueve el acceso, participación y aprendizaje de todo el alumnado. Para asegurarla, se debe tener muy presente el derecho a la comunicación. La comunicación aumentativa y los sistemas aumentativos de comunicación son herramientas útiles en la promoción de este derecho. El objetivo del presente estudio es conocer la visión de futuros docentes respecto a la responsabilidad de los agentes educativos en diferentes acciones, así como analizar si existen diferencias en cuanto a la atribución de responsabilidades entre docentes de diferente perfil (generalistas y especialistas) y en diferentes contextos (centros ordinarios y centros específicos). El estudio contó con una muestra de 280 futuros docentes, que respondieron un cuestionario en el que debían indicar sobre qué agente recae la responsabilidad de cada una de las acciones. Los resultados mostraron diferencias significativas en cuanto a la valoración de qué agente es responsable de la elección y seguimiento del sistema de comunicación aumentativa, pero no en cuanto a su implementación. Los docentes generalistas presentan un mayor desconocimiento sobre esta materia. Los resultados ponen de relevancia la necesidad de una formación común y más completa en el ámbito para poder asegurar una educación de calidad para el alumnado usuario de la comunicación aumentativa.
Palabra clave: Comunicación aumentativa
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