Resumo

CASTRO RUBILAR, Fancy; OSSA CORNEJO, Carlos; CASTANEDA DIAZ, María Teresa  e  CASTRO RUBILAR, Juana Irene. Auto-adscripción inclusiva y empatía en establecimientos secundarios, con o sin integración escolar. Prax. educ. [online]. 2022, vol.26, n.2, pp.317-337. ISSN 0328-9702.  http://dx.doi.org/https://doi.org/10.19137/praxiseducativa-2022-260216.

Given the importance of teachers in the development of educational inclusion, a study was conducted to determine whether there exists any relationship between inclusive self-ascription and empathy in Chilean teachers. The study considered 556 teachers from public and subsidized-private secondary education schools, with and without integration project. It used a non-experimental, cross-sectional, descriptive-correlational design; data was collected by using and the Cambridge Depersonalization Scale (Baron-Cohen, 2004) and the Booth and Ainscow´s Inclusive Self-ascription Scale (2011). The results indicate that there is a weak relationship between the variables self-ascription and empathy, without differences between secondary school teachers from public schools with and without integration project. It is concluded that even when at a theoretical level there exists certain link between positive attitudes towards others and social inclusion (Avramidis and Norwich, 2004; Subirats, Alfama and Obradors, 2009), it was not possible to support empirically what these authors propose in their theory.

Palavras-chave : Special education; teachers; secondary education; school integration; educational system.

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