Análisis factorial de las actitudes de niños de 6 a 16 años con dispositivos auditivos hacia la educación inclusiva

  1. Olga María Alegre de la Rosa 1
  2. Luis Miguel Villar Angulo 2
  1. 1 Universidad de La Laguna (Santa Cruz de Tenerife)
  2. 2 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

Revista:
Aula abierta

ISSN: 0210-2773

Año de publicación: 2019

Título del ejemplar: Educación inclusiva y TIC

Volumen: 48

Número: 2

Páginas: 129-138

Tipo: Artículo

DOI: 10.17811/RIFIE.48.2.2019.129-138 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Aula abierta

Objetivos de desarrollo sostenible

Resumen

Este estudio plantea el problema: ¿qué validez tiene el Cuestionario Incluye para Niños y Adolescentes (CINA) para medir las actitudes de niños y adolescentes con dificultades auditivas hacia su inclusión educativa en centros educativos públicos de las provincias de Gran Canaria y Tenerife? La muestra se compuso de 297 estudiantes de Gran Canaria y 137 alumnos de Tenerife con una media de edad de 11 años. Un análisis factorial exploratorio determinó la confiabilidad y relevancia del CINA. Se hallaron cuatro factores: “Implicación familiar y opinión del uso de la tecnología”, “Inclusión en el Centro”, “Comunicación con especialistas médicos” y “Valoraciones de la tecnología de apoyo”. Existieron diferencias significativas entre estudiantes con implante coclear y audífono en “Inclusión en el Centro” y “Valoraciones de la tecnología de apoyo”. La media final de actitudes de estudiantes hacia la inclusión fue alta. El factor “Inclusión en el Centro” tuvo la media más elevada. La media de actitudes de los estudiantes con implante coclear en “Comunicación con especialistas médicos” fue baja

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