Potenciando Factores Personales y Ambientales para Fomentar la Inclusión de Estudiantes Italianos en Malta: Un Estudio de Caso
DOI:
https://doi.org/10.7346/-fei-XXI-03-23_12Palabras clave:
Inclusión, Aprendices Migrantes, Estudiantes italianos en Malta, Opinión de los padres, Opinión de los tutores, Factores personales y ambientalesResumen
Para investigar cómo la combinación de experiencias, relaciones, actividades e iniciativas actúan en conjunto, facilitando procesos inclusivos en algunas ocasiones y creando obstáculos en otras, en esta contribución sobre aprendices migrantes italianos en Malta adoptamos una perspectiva biopsicosocial, inspirada en el modelo antropológico ICF-CY de la OMS. Entrevistamos a diez padres/tutores para obtener información sobre los factores personales y ambientales que afectan la inclusión en las escuelas secundarias maltesas. Nuestros hallazgos revelan que los padres/tutores relacionan factores de personalidad con la inclusión exitosa (por ejemplo, adaptabilidad, emprendimiento y sociabilidad), así como la participación en actividades extracurriculares. El contexto escolar maltés, un enfoque competitivo del aprendizaje, metodologías de enseñanza tradicionales y la falta de apoyo representan barreras para la inclusión. El modelo holístico que adoptamos muestra que para garantizar pedagogías inclusivas de calidad se deben abordar la formación inicial del profesorado y el desarrollo profesional continuo. Las escuelas maltesas deben construir mejores puentes con las familias, adoptando perspectivas inclusivas desde un punto de vista educativo eco-sistémico.
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