SciELO - Scientific Electronic Library Online

 
vol.31 issue1Supporting people with Autism Spectrum Disorders in leisure time: impact of an University Volunteer Program, and related factorsA psychometric analysis of the Approaches to Teaching Inventory (ATI) and a proposal for a Spanish version (S-ATI-20) author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Journal

Article

Indicators

Related links

  • On index processCited by Google
  • Have no similar articlesSimilars in SciELO
  • On index processSimilars in Google

Share


Anales de Psicología

On-line version ISSN 1695-2294Print version ISSN 0212-9728

Abstract

NOVO-CORTI, Isabel; MUNOZ-CANTERO, Jesús-Miguel  and  CALVO-BABIO, Nuria. Future teachers and their attitude towards inclusion of people with disabilities: a gender perspective. Anal. Psicol. [online]. 2015, vol.31, n.1, pp.155-171. ISSN 1695-2294.  http://dx.doi.org/10.6018/analesps.31.1.163631.

The inclusion of people with disabilities is a priority in advanced societies. To get it, education is one of the best tools. In this paper, we have studied the support for the inclusion of students with disabilities in the university environment. Our work is related to the theoretical model proposed by the Theory of Planned Behavior and was performed by using data obtained through a survey conducted at the University of A Coruña (Spain) during the 2010-2011 academic year, to 621 students from all degrees in Education Science. The results show the importance of gender as a differentiating factor, revealing a greater involvement of women compared to men, in the stimulus of the inclusion of their university peers suffering disability. The relevance of these results increases if we consider the social impact of this higher involvement of this group (women), that is majority in the primary education, when the formation of attitudes is developed.

Keywords : disability; inclusion; gender; attitudes; TPB; education.

        · abstract in Spanish     · text in Spanish     · Spanish ( pdf )

 

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License