The presence of exclusion actions in the opinion of professors at a Technological Institute in Mexico.
DOI:
https://doi.org/10.29105/vtga11.4-1174Keywords:
Exclusion, Inclusion, Higher EducationAbstract
This study describes the perceptions of 28 teachers from a technological institute located in Veracruz, Mexico, regarding actions that inhibit inclusion, such as: Harassment; Gender-based violence; Discrimination; Bullying and disability. Methodologically, the approach was mixed (qualitative and quantitative); a non-experimental, cross-sectional design, and a descriptive scope. The results allow us to report the situation in which the Institution finds itself under the gaze of the surveyed teachers using a questionnaire with a Likert-type scale of Nothing, Little, Much and Totally, who mostly indicated that they knew little about the types of disability and a lot about bullying; Only about 30% reported incidents of harassment, gender violence, and discrimination, specifying that they themselves address the problem. In addition, they considered that the institution is ill-prepared to deal with this type of action. Qualitatively, he highlighted the importance that teachers attach to training, and the lack of identification of inclusion actions carried out by the institution; They proposed five categories that could help improve it: 1) Training; 2) Specialist support; 3) Enforcement of regulations; 4) Facility improvements; and 5) Communication.
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