Resumen

SOUZA FILHO, Edson A. de  y  DURANDEGUI, Angel B.. Teacher’s social representations regarding students with Down syndrome in Rio de Janeiro. Rev. bras. educ. espec. [online]. 1999, vol.03, n.05, pp.57-71. ISSN 1413-6538.

The aim of this research was to investigate teacher’s social representations about Down syndrome students (DSS). Two samples of teachers were selected: 22 dealing directly with DSS (TE)) and 27 not dealing with them (TND). The content and discourse analyses showed that both groups of teachers have some difficulties to represent DSS without emphasizing criteria based on the logical-formal intelligence, as opposed to other criteria which could be instrumental and significant to the group. In fact, TD represented DSS on favorable aspects of sociability and affectivity and on unfavorable ones in negotiation; as well as TND represented DSS on favorable aspects of intellectuality, autonomy and normality but they denied personal traits and affirmed rigidity, showing ambivalences.

Palabras clave : Special Education; Psychology; Mental Deficiency; Didactics.

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