Social Representatios of Integrated Child and Integration School Project in Basic Education Schools with and without integration

Abstract

It presents a descriptive study of interpretive social representations of integrated Child and project of integration in school Teachers of basic education schools with municipal and school integration without the communes of Copiapo and Tierra Amarilla, Region III, Chile. Through natural semantic networks was found in both groups and incentives for these words, a median wealth and dispersal semantics, a positive assessment and meanings of acceptance and support. Teachers in schools without school integration valuation is associated with positive benefit received by the student integrated, while teachers with school integration in the meanings also include an opportunity and support for the school system, while they consider this group of students as subjects of law. The discussion puts the school integration in a process of change, where although abandons the traditional medical model and is approaching that of special needs education, teacher training is a challenge for school integration effective.