Autoconcepto en estudiantes con discapacidad física en proceso de inclusión

Abstract

The contemporary world has assumed inclusion of people with disability as a rights affair and not as a privilege for some people; a condition that has been given from paternalism. However, to implement this principle of inclusiveness with rights approach goes beyond a technical choice. Getting people with disabilities achieve maximum development, regarded in their potential and not typecast in their deficit is, above all, a cultural change and attitudinal. Based on what has been stated, this present study began with an analysis of self-concept in students with physical disabilities who are in the process of inclusive education; our objective was to analyze the self-concept of students with physical disabilities in the process of inclusion. The sample consisted of 32 students with physical disabilities, between 10 and 19 years. The study used a descriptive and selective methodology, managing the scale of self-concept AF5. The scale results show that 10 students, 6 men and 4 women, have a "normal" self-concept, while 15 male students have a low self-concept in the "emotional" area and 7 women have a low self-concept in the "family" area.