About this paper

Appears in:
Pages: 409-418
Publication year: 2016
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.1076

Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain

PRE-SERVICE TEACHERS’ CONCEPTIONS ON THE INTERACTION DIFFICULTIES WITH STUDENTS WITH SPECIAL EDUCATIONAL NEEDS: A QUALITATIVE APPROACH

M.E. Urrea-Solano, M.J. Hernández-Amorós

University of Alicante (SPAIN)
Given the recognition that teachers’ conceptions on diversity are key to ensure educational quality, this study aims to recognize what pre-service teachers think about the communication and relationship difficulties that can exist between students with special educational needs and the agents who interact with them in the school. To that purpose, 34 students enrolled on the Teacher Training Degree for Primary Education of the University of Alicante (Spain) participated in the study. The data were collected through the implementation of a semi-structured questionnaire with three opened questions regarding the recognition of the communication and interaction difficulties with teachers, peers and family. The information was processed with the qualitative analysis software AQUAD 6. The participants’ contributions revealed, in most cases, that pre-service teachers still located students with special educational needs as the main source of the communication and interaction difficulties. This fact implies the necessity to work, from the first training stages, to guarantee the development of fairer and more adequate teachers’ attitudes and perceptions towards diversity.
@InProceedings{URREASOLANO2016PRE,
author = {Urrea-Solano, M.E. and Hern{\'{a}}ndez-Amor{\'{o}}s, M.J.},
title = {PRE-SERVICE TEACHERS’ CONCEPTIONS ON THE INTERACTION DIFFICULTIES WITH STUDENTS WITH SPECIAL EDUCATIONAL NEEDS: A QUALITATIVE APPROACH},
series = {8th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN16 Proceedings},
isbn = {978-84-608-8860-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2016.1076},
url = {http://dx.doi.org/10.21125/edulearn.2016.1076},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2016},
year = {2016},
pages = {409-418}}
TY - CONF
AU - M.E. Urrea-Solano AU - M.J. Hernández-Amorós
TI - PRE-SERVICE TEACHERS’ CONCEPTIONS ON THE INTERACTION DIFFICULTIES WITH STUDENTS WITH SPECIAL EDUCATIONAL NEEDS: A QUALITATIVE APPROACH
SN - 978-84-608-8860-4/2340-1117
DO - 10.21125/edulearn.2016.1076
PY - 2016
Y1 - 4-6 July, 2016
CI - Barcelona, Spain
JO - 8th International Conference on Education and New Learning Technologies
JA - EDULEARN16 Proceedings
SP - 409
EP - 418
ER -
M.E. Urrea-Solano, M.J. Hernández-Amorós (2016) PRE-SERVICE TEACHERS’ CONCEPTIONS ON THE INTERACTION DIFFICULTIES WITH STUDENTS WITH SPECIAL EDUCATIONAL NEEDS: A QUALITATIVE APPROACH, EDULEARN16 Proceedings, pp. 409-418.
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