Job satisfaction in teachers with some degree of disability in the special education sector in Mexico
Abstract
The study made it possible to review the current regulations related to the attention and application of special education directed by UNESCO, which allows avoiding discrimination, segregation and labels as a starting point relevant to the right that one has as individuals. Social inclusion establishes the rights that everyone has in receiving and enjoying an education with a sufficient quality that promotes the maximum development of the potential of special educational training in Mexico. Inclusive education teachers who collaborate with students with a physical, hearing or mental disability, even with various limitations in their environment, sometimes do not have the essential conditions to develop their work activities, so the main objective of this research is to analyze the degree satisfaction and emotional factors of teachers with some type of disability that they present in their role in favor of special instruction in Mexico. This research is exploratory in the first instance because it allows increasing familiarity with the subject giving way to the descriptive one that allowed analyzing the degree of satisfaction of the 251 teachers with a disability who participated in the study. The results that were obtained argue the factors of importance such as the lack of understanding on the part of the school authorities and the importance of having sufficient experience in front of a group, for which it is concluded that the main causes that have limited the performance of the teachers are working conditions as well as isolation.
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