IDEAS home Printed from https://ideas.repec.org/a/gam/jijerp/v19y2022i10p6057-d816885.html
   My bibliography  Save this article

Rare Diseases in the Educational Field: Knowledge and Perceptions of Spanish Teachers

Author

Listed:
  • Ramón García-Perales

    (Department of Pedagogy, Faculty of Education of Albacete, University of Castilla-La Mancha (UCLM), 02071 Albacete, Spain)

  • Ascensión Palomares-Ruiz

    (Department of Pedagogy, Faculty of Education of Albacete, University of Castilla-La Mancha (UCLM), 02071 Albacete, Spain)

  • Lydia Ordóñez-García

    (Department of Pedagogy, Faculty of Education of Albacete, University of Castilla-La Mancha (UCLM), 02071 Albacete, Spain)

  • Eduardo García-Toledano

    (Department of Pedagogy, Faculty of Education of Albacete, University of Castilla-La Mancha (UCLM), 02071 Albacete, Spain)

Abstract

Background: Education plays a fundamental role in everyone’s wellbeing. That means it is essential to provide quality inclusive activities to ensure equity and equality of opportunity in order to shape a cohesive, democratic, healthy society. Methods: In this study we focus on how inclusive educational practice addresses students with rare diseases, looking at teachers’ knowledge and opinions in this regard. A questionnaire was administered to 574 teachers who taught in various stages of non-university education to determine their knowledge and opinions about different dimensions: conceptualization, legislation, intervention, and diagnosis. Results: The results suggested various ideas for improvement in pursuit of positive, real inclusion, such as the need to improve teachers’ knowledge and understanding of these students’ characteristics and potential, with widespread specific training being urgently needed. Conclusions: in summary, students’ rights to education without discrimination is a basic premise of an educational system, leading to the need for a complete educational response that allows each student to develop as a person.

Suggested Citation

  • Ramón García-Perales & Ascensión Palomares-Ruiz & Lydia Ordóñez-García & Eduardo García-Toledano, 2022. "Rare Diseases in the Educational Field: Knowledge and Perceptions of Spanish Teachers," IJERPH, MDPI, vol. 19(10), pages 1-16, May.
  • Handle: RePEc:gam:jijerp:v:19:y:2022:i:10:p:6057-:d:816885
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/1660-4601/19/10/6057/pdf
    Download Restriction: no

    File URL: https://www.mdpi.com/1660-4601/19/10/6057/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Ascensión Palomares-Ruiz & Ramón García-Perales & Antonio Cebrián-Martínez & María Inés Martín-García, 2021. "Bullying and Cyberbullying in Primary School: The Impact of Gender and Student Academic Performance," Sustainability, MDPI, vol. 13(13), pages 1-15, June.
    2. Javier Cejudo & Lidia Losada & Roberto Feltrero, 2020. "Promoting Social and Emotional Learning and Subjective Well-Being: Impact of the “Aislados” Intervention Program in Adolescents," IJERPH, MDPI, vol. 17(2), pages 1-13, January.
    3. Ramón García-Perales & Ascensión Palomares-Ruiz, 2020. "Education in Programming and Mathematical Learning: Functionality of a Programming Language in Educational Processes," Sustainability, MDPI, vol. 12(23), pages 1-15, December.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Ramón García-Perales & Ascensión Palomares-Ruiz & Andrea Gracia-Zomeño & Eduardo García-Toledano, 2022. "Contextual Variables with an Impact on the Educational Inclusion of Students with Rare Diseases," IJERPH, MDPI, vol. 19(21), pages 1-14, October.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Houyu Zhou & Qinfei Wang & Shuxu Yu & Quanquan Zheng, 2022. "Negative Parenting Style and Perceived Non-Physical Bullying at School: The Mediating Role of Negative Affect Experiences and Coping Styles," IJERPH, MDPI, vol. 19(10), pages 1-21, May.
    2. Almudena Castellanos & Beatriz Ortega-Ruipérez & David Aparisi, 2021. "Teachers’ Perspectives on Cyberbullying: A Cross-Cultural Study," IJERPH, MDPI, vol. 19(1), pages 1-12, December.
    3. Hua-Xu Zhong & Po-Sheng Chiu & Chin-Feng Lai, 2021. "Effects of the Use of CDIO Engineering Design in a Flipped Programming Course on Flow Experience, Cognitive Load," Sustainability, MDPI, vol. 13(3), pages 1-13, January.
    4. Unai Sáez de Ocáriz & Pere Lavega-Burgués, 2020. "Development and Validation of Two Questionnaires to Study the Perception of Conflict in Physical Education," IJERPH, MDPI, vol. 17(17), pages 1-16, August.
    5. María Ángeles García-Gil & Francisco-Ignacio Revuelta-Domínguez & María-Inmaculada Pedrera-Rodríguez & Jorge Guerra-Antequera, 2023. "Exploring Video Game Engagement, Social–Emotional Development, and Adolescent Well-Being for Sustainable Health and Quality Education," Sustainability, MDPI, vol. 16(1), pages 1-13, December.
    6. Xiang Feng & Yaojia Wei & Xianglin Pan & Longhui Qiu & Yongmei Ma, 2020. "Academic Emotion Classification and Recognition Method for Large-scale Online Learning Environment—Based on A-CNN and LSTM-ATT Deep Learning Pipeline Method," IJERPH, MDPI, vol. 17(6), pages 1-16, March.
    7. Celia Redondo-Rodríguez & José Alberto Becerra-Mejías & Guadalupe Gil-Fernández & Francisco José Rodríguez-Velasco, 2022. "Influence of Gamification and Cooperative Work in Peer, Mixed and Interdisciplinary Teams on Emotional Intelligence, Learning Strategies and Life Goals That Motivate University Students to Study," IJERPH, MDPI, vol. 20(1), pages 1-12, December.
    8. Xiaohong Chen & Jincheng Zhou & Jinqiu Wang & Dan Wang & Jiu Liu & Dingpu Shi & Duo Yang & Qingna Pan, 2022. "Visualizing Status, Hotspots, and Future Trends in Mathematical Literacy Research via Knowledge Graph," Sustainability, MDPI, vol. 14(21), pages 1-19, October.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jijerp:v:19:y:2022:i:10:p:6057-:d:816885. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.