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

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  • 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
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    References listed on IDEAS

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    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.
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    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.

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