RT info:eu-repo/semantics/doctoralThesis
T1 Perspectiva caleidoscópica de la inclusión educativa del alumnado con diabetes mellitus tipo 1. la voz de sus protagonistas
A1 Cáceres Iglesias, Judith
A2 Universidad de Valladolid. Escuela de Doctorado
K1 Educación inclusiva
K1 Inclusive education
K1 Educación inclusiva
K1 Educational exclusion
K1 Exclusión educativa
K1 Diabetes Mellitus type 1
K1 Diabetes Mellitus tipo 1
K1 Socioeducational transformatio
K1 Transformación socioeducativa
K1 58 Pedagogía
AB Diabetes Mellitus type 1 (DM1) is the second most common chronic disease in childhood and adolescence. Its high incidence and prevalence means that it is highly unlikely that a child with DM1 will be able to be part of a regular classroom. At this point, it is important to remember that inclusive education is a universal right and that schooling is one of the fundamental pillars in the integral development of children, particularly in those situations in which they are dealing with an illness. Therefore, we must defend that the schooling of students with DM1 should not differ from that of other students. However, given the nature and complexity of the treatment required for this pathology, currently, the schooling of these pupils is hindered or obstructed for various causes. It is from this context and with the aim of making the educational reality of students with DM1 visible that the present research emerges. This is a qualitative research study in which, through the biographical narrative method, interviews and life stories have been carried out to give a voice to all the agents involved in the schooling process of students with DM1 —paediatricians, teachers, families and pupils with DM1—. The results reflect a series of barriers that hinder or prevent access to inclusive education: lack of diabetes education, scarcity of guidelines and/or protocols, lack of public policies or regulations, lack of commitment or fear, among others. Likewise, they present some inclusive measures that, on the contrary, facilitate access to inclusive education: committed teaching attitude, school nurse and networking. After analyzing the collected data and discussing them with the documents reviewed in the state of the art, alternatives are proposed that benefit the progress of inclusive education and allow us to contribute to the necessary socio-educational transformation.
YR 2023
FD 2023
LK https://uvadoc.uva.es/handle/10324/67120
UL https://uvadoc.uva.es/handle/10324/67120
LA spa
NO Escuela de Doctorado
DS UVaDOC
RD 17-jul-2024