SOCIAL REPRESENTATIONS OF DISABILITY BY TEACHERS AND PARENTS: ANALYSIS OF THE CONTENT OF THEIR NARRATIONS

Abstract

AIM: understand the social representations of disability in the school context METODOLOGY: purpose-built questionnaire with open answers, consisting of 10 questions, was used. RESULTS: -the operators interviewed undoubtedly framed the disabled student in a non-medicalization perspective, albeit with qualitative differences; -all teachers and all parents have de facto provided representative modalities that are often collusive between themselves; -only the families of students with disabilities can provide significant information on therapeutic opportunities or previous educational experiences that may give relevant results in terms of both behaviour and profit.