RESUMO
A pesar de los esfuerzos legislativos para facilitar la transición y el acceso a la educación superior de estudiantes con discapacidad, su traslación a la práctica se valora insuficiente, lo que requiere de nuevos desarrollos políticos y educativos sustentados en el impacto de las políticas en las personas y visibilizando las experiencias de este colectivo. Desde el marco teórico de la inclusión, este estudio se centra en conocer las experiencias y percepciones sobre transición y acceso a la universidad de 12 estudiantes con parálisis cerebral, colectivo ausente en la investigación en esta etapa. Mediante un enfoque biográfico-narrativo, concretado en autoinformes y entrevistas semiestructuradas, se analizan de manera emergente tres categorías: transición y actividades de iniciación, barreras y ayudas percibidas y concepciones sobre diversidad e inclusión. Los resultados destacan el papel de las familias en la transición y avances en cuanto a la disposición de ayudas materiales y de servicios específicos por parte de las instituciones, a la vez que subrayan barreras materiales y cuestionan la pertinencia de algunas de las acciones emprendidas. Estos hallazgos se encuentran atravesados por tres concepciones distintas de diversidad: naturalización, diferencia y desigualdad. Implicaciones a nivel científico y político son discutidas al término del artículo. (AU)
Despite legislative efforts to facilitate the transition and access to high-er education for students with disabilities, theirs translation into practice is considered insufficient, it requires new political and educational developments underpinned onthe impact of policies toward people and making the experiences of this collective. From the theoretical framework of inclusion, this study focuses on knowing the ex-periences and perceptions about transition and access to the university of 12 students with cerebral palsy, an absent group in the research of this educational stage. Through a biographical-narrative approach, concretized in self-reports and semi-structured in-terviews, three categories are analyzed by an emergent way: transition and initiation ac-tivities, perceived barriers and aids, and conceptions about diversity and inclusion. The results highlight the role of families in the transition and progress in terms of material aids and specific services by the institutions, while material barriers are highlighted and questioned he relevance of some actions undertaken. These findings are crossed by three different conceptions of diversity: naturalization, difference and inequality. Scientific and political implications are discussed at the end of the article. (AU)
Assuntos
Humanos , Masculino , Feminino , Adulto Jovem , Adulto , Paralisia Cerebral , 35174 , 57354 , Pessoas com Deficiência , Espanha , Entrevistas como Assunto , Narrativas Pessoais como AssuntoRESUMO
The main objective of this study was to determine the level of burnout among education professionals working with people with disabilities in Córdoba, Spain and the association between these levels and sociodemographic characteristics (sex, age, marital status, and level of education). DESIGN: descriptive, cross-sectional study to determine prevalence. POPULATION: 157 professionals. Evaluation tools: questionnaire to obtain information on sociodemographic characteristics and the Maslach Burnout Inventory (MBI). Statistical tests: Pearson's bivariate correlation, the Student's t-test, Levene's test, single factor ANOVA, and the post hoc multiple comparison test (Bonferroni). The findings of this study confirm the variety of variables that influence burnout and its dimensions. The study shows the incidence of burnout according to the sex, age, marital status, and level of education of the professionals who participated in this research. Based on an exhaustive scientific literature review on the topic and considering the findings of this study, there is an irrefutable need for further research into burnout among professionals who work with people with disabilities. It is hoped that the findings obtained by this study will help in the elaboration of future initiatives directed at the detection, early care, and reduction of this syndrome among this group.
Assuntos
Esgotamento Profissional/epidemiologia , Pessoas com Deficiência , Educação Inclusiva , Docentes , Adulto , Estudos Transversais , Demografia , Feminino , Humanos , Masculino , Fatores Sociológicos , EspanhaRESUMO
Resumen El objetivo fundamental de esta investigación es describir el nivel de Burnout o “Síndrome de Quemado por el Trabajo” en los profesionales de la educación que trabajan con personas con discapacidad en Córdoba (España), y la relación con sus características sociodemográficas (sexo, edad, estado civil y nivel de estudios). Diseño: estudio de prevalencia, descriptivo y transversal. Población: 157 profesionales. Instrumento de evaluación: un cuestionario sociodemográfico y el cuestionario MBI. Pruebas estadísticas: Pearson, T- Student, Levene, Anova de un factor y comparaciones múltiples Post Hoc (Bonferroni). Los resultados de esta investigación avalan la diversidad de variables que influyen en el Burnout y en sus dimensiones. Concretamente se ha demostrado la incidencia del sexo, la edad, el estado civil y el nivel de estudios de los profesionales encuestados. Tras una exhaustiva revisión científica sobre el tema, y considerando los resultados obtenidos, se hace fehaciente la necesidad de continuar investigando el Burnout en este colectivo profesional. Se espera que lo resultados obtenidos ayuden en la elaboración de futuras propuestas de detección, atención temprana y reducción de este síndrome en este colectivo profesional.
Abstract The main objective of this study was to determine the level of burnout among education professionals working with people with disabilities in Córdoba, Spain and the association between these levels and sociodemographic characteristics (sex, age, marital status, and level of education). Design: descriptive, cross-sectional study to determine prevalence. Population: 157 professionals. Evaluation tools: questionnaire to obtain information on sociodemographic characteristics and the Maslach Burnout Inventory (MBI). Statistical tests: Pearson’s bivariate correlation, the Student’s t-test, Levene’s test, single factor ANOVA, and the post hoc multiple comparison test (Bonferroni). The findings of this study confirm the variety of variables that influence burnout and its dimensions. The study shows the incidence of burnout according to the sex, age, marital status, and level of education of the professionals who participated in this research. Based on an exhaustive scientific literature review on the topic and considering the findings of this study, there is an irrefutable need for further research into burnout among professionals who work with people with disabilities. It is hoped that the findings obtained by this study will help in the elaboration of future initiatives directed at the detection, early care, and reduction of this syndrome among this group.
