Identificación del rendimiento académico de alumnos con necesidades educativas especiales de escuelas regulares consideradas exitosas Translated title: Identification of successful academic performance of students with special educational needs from general schools

Abstract

Resumen En México, el alumnado que presenta necesidades educativas especiales (NEE) puede estudiar en escuelas regulares con o sin el apoyo de profesionales de educación especial o en escuelas especiales. En la investigación se buscó identificar el rendimiento académico de alumnado con NEE que asiste a escuelas mexicanas públicas regulares, con y sin apoyo de educación especial, de zonas urbanas y rurales en los estados de Querétaro, San Luis Potosí y Sonora, nominadas como exitosas por las autoridades de educación especial. Participaron 86 estudiantes con NEE, 103 estudiantes sin NEE, 26 docentes y 35 madres y padres. Al alumnado se le aplicó la prueba Shipley-2 Escala Breve de Inteligencia y se registraron sus calificaciones; al profesorado y madres y padres se les aplicó un breve cuestionario. Se encontró que las calificaciones no son un buen indicador del rendimiento académico de los alumnos con NEE; la prueba de Shipley parece más apropiada. No se encontraron diferencias significativas en el rendimiento del alumnado de escuelas urbanas y rurales ni de escuelas con y sin apoyo de educación especial. Los estudiantes con NEE logran un rendimiento significativamente menor al alumnado sin NEE, pero se ubican en el promedio. Parece que las escuelas participantes están implementando la educación inclusiva con éxito.

Translated abstract

Abstract In Mexico, students with special educational needs (SEN) can study in regular schools with or without the support of special education professionals, or in special schools. The purpose of this research is to identify the academic performance of students with SEN who attend general public Mexican schools, with and without special education support, from urban and rural areas in the states of Querétaro, San Luis Potosí and Sonora. These schools were nominated as successful by the special education authorities of each entity. Data was collected from 86 students with SEN, 103 students without SEN, 26 teachers, and 35 mothers and fathers. The Shipley-2 Brief Scale of Intelligence test was administered to the students and their grades was registered; teachers and mothers and fathers were given a brief oral questionnaire. No significant differences were found in the academic performance of students in urban and rural schools or in schools with and without support from special education staff. It was found that student grades are not a good indicator of their performance; the Shipley seems more adequate; it was also found that students with SEN achieve significantly lower academic performance than students without SEN, although their performance was generally average. The results seem to confirm that the participating schools are implementing inclusive education successfully.