¿Qué es una sociedad inclusiva? El punto de vista de quienes están llamados a construirla
Resumen A pesar de que en las últimas décadas se han alcanzado numerosos hitos a favor de las personas con discapacidad, continúan experimentando numerosas situaciones de exclusión. Con el fin de avanzar en su inclusión, es necesario identificar aquellos elementos que, desde el punto de vista de personas con y sin discapacidad, facilitan la creación de sociedades para todas las personas. En el presente estudio jóvenes con y sin discapacidad universitarios (N = 164) participaron en un total de 23 grupos de discusión con el objetivo de identificar los elementos mencionados. La información procedente de los grupos fue analizada cualitativamente, dando lugar a ocho temas emergentes que aglutinan los elementos esenciales para el logro de una sociedad más justa e inclusiva: accesibilidad, cambio actitudinal, compromiso social, participación comunitaria, sensibilización y formación, empoderamiento, recursos, servicios y productos de apoyo y cambios legislativos. Los participantes destacaron la importancia de la acción individual, la eliminación de las barreras del entorno y el contacto con personas con discapacidad como aspectos clave a la hora de construir una sociedad inclusiva. Las interacciones generadas en los grupos de discusión entre estudiantes con y sin discapacidad generaron, además, un cambio en las actitudes de estos últimos.
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Bigby, C., Frawley, P. y Ramcharan, P. (2014). Conceptualizing inclusive research with people with intellectual disability. Journal of Applied Research in Intellectual Disabilities, 27, 3-12. https://doi.org/10.1111/jar.12083
Borowsky, H., Morinis, L. y Garg, M. (2021). Disability and ableism in medicine: A curriculum for medical students. MedEdPORTAL, 17, 11073. https://doi.org/10.15766/mep_2374-8265.11073
Braun, V. y Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Braun, V. y Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589-597. https://doi.org/10.1080/2159676X.2019.1628806
Braun, V. y Clarke, V. (2023). Toward good practice in thematic analysis: Avoiding common problems and be(com)ing a knowing researcher. International Journal of Transgender Health, 24(1), 1-6. https://doi.org/10.1080/26895269.2022.2129597
Buntinx, W. H. (2013). Understanding disability: A strengths-based approach. En M. Wehmeyer (Ed.), The Oxford handbook of positive psychology and disability (pp. 7-18). Oxford University Press.
Canimas-Brugué, J. (2015). ¿Discapacidad o diversidad funcional? Siglo Cero, 46(2), 79-97. https://doi.org/10.14201/scero20154627997
CERMI. (2023). Derechos humanos y discapacidad. Informe España 2023. https://www.convenciondiscapacidad.es/wp-content/uploads/2024/03/Informe-Espantha-2023_versioin-final_-completa_revisada_actualizada_ok.pdf
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Jacobsen, S. E. (2023). Social class, disability, and institutional interactions: The case of families with disabled children in the welfare state. Disability and Society, 39(11), 2796-2816. https://doi.org/10.1080/09687599.2023.2230349
Kegler, M. C., Blumenthal, D. S., Akintobi, T. H., Rodgers, K., Erwin, K., Thompson, W. y Hopkins, E. (2016). Lessons learned from three models that use small grants for building academic-community partnerships for research. Journal of Health Care for the Poor and Underserved, 27(2), 527-548. https://doi.org/10.1353/hpu.2016.0076
Kirby, P. (2004). A Guide to actively involving young people in research: For researchers, research commissioners, and managers. https://www.yacwa.org.au/wp-content/uploads/2016/09/InvolvingYoungPeople2004.pdf
Kunz, A., Luder, R. y Kassis, W. (2021). Beliefs and attitudes toward inclusion of student teachers and their contact with people with disabilities. Frontiers in Education, 6, 650236. https://doi.org/10.3389/feduc.2021.650236
Latulippe, K., Tessier, A., Routhier, F., Raymond, É., Fiset, D., Corcuff, M. y Archambault, P. S. (2024). Facilitators and challenges in partnership research aimed at improving social inclusion of persons with disabilities. Disability and Rehabilitation, 46(5), 957-968. https://doi.org/10.1080/09638288.2023.2188264
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Luckasson, R., Schalock, R. L. y Bradley, V. J. (2024). Diffusion of the shared citizenship paradigm: Strategies and next steps. American Journal on Intellectual and Developmental Disabilities, 129(5), 362-376. https://doi.org/10.1352/1944-7558-129.5.362
MacMillan, M., Tarrant, M., Abraham, C. y Morris, C. (2014). The association between children’s contact with people with disabilities and their attitudes towards disability: A systematic review. Developmental Medicine and Child Neurology, 56(6), 529-546. https://doi.org/10.1111/dmcn.12326
McConkey, R. y Truesdale, M. (2000). Reactions of nurses and therapists in mainstream health services to contact with people who have learning disabilities. Journal of Advanced Nursing, 32(1), 158-163. https://doi.org/10.1046/j.1365-2648.2000.01413.x
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Navas, P., Gómez, L. E., Verdugo, M. Á. y Schalock, R. L. (2012). Derechos de las personas con discapacidad intelectual: implicaciones de la Convención de Naciones Unidas. Siglo Cero, 43(3), 7-28.
Nind, M. y Vinha, H. (2014). Doing research inclusively: Bridges to multiple possibilities in inclusive research. British Journal of Learning Disabilities, 42(2), 102-109. https://doi.org/10.1111/bld.12013
Nirje, B. (1969). The Normalization Principle and its human management implications. En R. Kugel y W. Wolfonsberger (Eds.), Changing patterns in residential services for the mentally retarded (pp. 179-195). Presidents’ Committee on Mental Retardation. https://files.eric.ed.gov/fulltext/ED030228.pdf
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Bach, M. (2017). Changing perspectives on intellectual and developmental disabilities. En M. L. Wehmeyer, I. Brown, M. Percy, K. A. Shogren y W. L. A. Fung (Eds.), A comprehensive guide to intellectual and developmental disabilities (2.ª ed.) (pp. 35-45). Paul H. Brookes.
Bartholomay, E. M. y Sifers, S. K. (2016). Student perception of pressure in faculty-led research. Learning and Individual Differences, 50, 302-307. https://doi.org/10.1016/j.lindif.2016.08.025
Bigby, C., Frawley, P. y Ramcharan, P. (2014). Conceptualizing inclusive research with people with intellectual disability. Journal of Applied Research in Intellectual Disabilities, 27, 3-12. https://doi.org/10.1111/jar.12083
Borowsky, H., Morinis, L. y Garg, M. (2021). Disability and ableism in medicine: A curriculum for medical students. MedEdPORTAL, 17, 11073. https://doi.org/10.15766/mep_2374-8265.11073
Braun, V. y Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Braun, V. y Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589-597. https://doi.org/10.1080/2159676X.2019.1628806
Braun, V. y Clarke, V. (2023). Toward good practice in thematic analysis: Avoiding common problems and be(com)ing a knowing researcher. International Journal of Transgender Health, 24(1), 1-6. https://doi.org/10.1080/26895269.2022.2129597
Buntinx, W. H. (2013). Understanding disability: A strengths-based approach. En M. Wehmeyer (Ed.), The Oxford handbook of positive psychology and disability (pp. 7-18). Oxford University Press.
Canimas-Brugué, J. (2015). ¿Discapacidad o diversidad funcional? Siglo Cero, 46(2), 79-97. https://doi.org/10.14201/scero20154627997
CERMI. (2023). Derechos humanos y discapacidad. Informe España 2023. https://www.convenciondiscapacidad.es/wp-content/uploads/2024/03/Informe-Espantha-2023_versioin-final_-completa_revisada_actualizada_ok.pdf
CERMI. (2025). Derechos humanos y discapacidad. Informe España 2024. https://www.convenciondiscapacidad.es/wp-content/uploads/2024/03/Informe-Espantha-2023_versioin-final_-completa_revisada_actualizada_ok.pdf
Darton, H., Wadey, A. y Laver-Fawcett, A. (2025). Exploring ableism and occupational therapy: Occupational therapy students’ perspectives. British Journal of Occupational Therapy, 88(5), 281-291. https://doi.org/10.1177/03080226241309469
Davis, L. J. (2016). The disability studies reader. Routledge.
Frankena, T. K., Naaldenberg, J., Cardol, M., Linehan, C. y van Schrojenstein Lantman-de Valk, H. (2015). Active involvement of people with intellectual disabilities in health research - A structured literature review. Research in Developmental Disabilities, 45-46, 271-283. https://doi.org/10.1016/j.ridd.2015.08.004
Gjermestad, A., Skarsaune, S. N. y Bartlett, R. L. (2023). Advancing inclusive research with people with profound and multiple learning disabilities through a sensory-dialogical approach. Journal of Intellectual Disabilities, 27(1), 40-53. https://doi.org/10.1177/17446295211062390
Havercamp, S. M., Ratliff-Schaub, K., Navas, P., Johnson, C. N., Bush, K. L. y Souders, H. T. (2016). Preparing tomorrow’s doctors to care for patients with autism spectrum disorder. Intellectual and Developmental Disabilities, 54(3), 202-216. https://doi.org/10.1352/1934-9556-54.3.202
Hwalek, M., Solomon-Filer, C. y Wasserman, D. (2022). Retrospective pretests: Recent use in visitor studies research and ways to make them more informative. Visitor Studies, 25(1), 1-21. https://doi.org/10.1080/10645578.2021.1977084
INE. (2020). Encuesta de Discapacidad, Autonomía personal y Situaciones de Dependencia (EDAD). https://www.ine.es/dyngs/INEbase/es/operacion.htm?c=Estadistica_C&cid=1254736176782&menu=resultados&idp=1254735573175#_tabs-1254736195764
INE. (2023). El empleo de las personas con discapacidad. https://www.ine.es/jaxi/Datos.htm?tpx=49172#_tabs-tabla
Jacobsen, S. E. (2023). Social class, disability, and institutional interactions: The case of families with disabled children in the welfare state. Disability and Society, 39(11), 2796-2816. https://doi.org/10.1080/09687599.2023.2230349
Kegler, M. C., Blumenthal, D. S., Akintobi, T. H., Rodgers, K., Erwin, K., Thompson, W. y Hopkins, E. (2016). Lessons learned from three models that use small grants for building academic-community partnerships for research. Journal of Health Care for the Poor and Underserved, 27(2), 527-548. https://doi.org/10.1353/hpu.2016.0076
Kirby, P. (2004). A Guide to actively involving young people in research: For researchers, research commissioners, and managers. https://www.yacwa.org.au/wp-content/uploads/2016/09/InvolvingYoungPeople2004.pdf
Kunz, A., Luder, R. y Kassis, W. (2021). Beliefs and attitudes toward inclusion of student teachers and their contact with people with disabilities. Frontiers in Education, 6, 650236. https://doi.org/10.3389/feduc.2021.650236
Latulippe, K., Tessier, A., Routhier, F., Raymond, É., Fiset, D., Corcuff, M. y Archambault, P. S. (2024). Facilitators and challenges in partnership research aimed at improving social inclusion of persons with disabilities. Disability and Rehabilitation, 46(5), 957-968. https://doi.org/10.1080/09638288.2023.2188264
Lombardi, A., Murray, C. y Kowitt, J. (2016). Social support and academic success for college students with disabilities: Do relationship types matter? Journal of Vocational Rehabilitation, 44(1), 1-13. https://doi.org/10.3233/jvr-150776
Longmore, P. K. (2003). Why I burned my book and other essays on disability. Temple University Press.
Luckasson, R., Schalock, R. L. y Bradley, V. J. (2024). Diffusion of the shared citizenship paradigm: Strategies and next steps. American Journal on Intellectual and Developmental Disabilities, 129(5), 362-376. https://doi.org/10.1352/1944-7558-129.5.362
MacMillan, M., Tarrant, M., Abraham, C. y Morris, C. (2014). The association between children’s contact with people with disabilities and their attitudes towards disability: A systematic review. Developmental Medicine and Child Neurology, 56(6), 529-546. https://doi.org/10.1111/dmcn.12326
McConkey, R. y Truesdale, M. (2000). Reactions of nurses and therapists in mainstream health services to contact with people who have learning disabilities. Journal of Advanced Nursing, 32(1), 158-163. https://doi.org/10.1046/j.1365-2648.2000.01413.x
Muñoz, M. (Dir.) (2022). El estigma de la población española hacia las personas con discapacidad intelectual. https://www.contraelestigma.com/wp-content/uploads/2022/09/Informe-Resultados_-Estigma-psh-salud-mental-y-discapacidad.-Contra-el-Estigma.pdf
Navas, P., Gómez, L. E., Verdugo, M. Á. y Schalock, R. L. (2012). Derechos de las personas con discapacidad intelectual: implicaciones de la Convención de Naciones Unidas. Siglo Cero, 43(3), 7-28.
Nind, M. y Vinha, H. (2014). Doing research inclusively: Bridges to multiple possibilities in inclusive research. British Journal of Learning Disabilities, 42(2), 102-109. https://doi.org/10.1111/bld.12013
Nirje, B. (1969). The Normalization Principle and its human management implications. En R. Kugel y W. Wolfonsberger (Eds.), Changing patterns in residential services for the mentally retarded (pp. 179-195). Presidents’ Committee on Mental Retardation. https://files.eric.ed.gov/fulltext/ED030228.pdf
Noll, S., Smith, J. D. y Wehmeyer, M. L. (2013). In search of a science: Feeblemindedness in late modern times (1900-1930). En M. L. Wehmeyer (Ed.), The story of intellectual disability: An evolution of meaning, understanding, and public perception (pp. 117-156). Paul H. Brookes.
Pallisera, M., Fullana, J., Puyalto, C., Vilà, M. y Díaz, G. (2017). Apoyando la participación real de las personas con discapacidad intelectual: una experiencia de investigación inclusiva sobre vida independiente. Revista Española de Discapacidad, 5(1), 7-24. https://doi.org/10.5569/2340-5104.05.01.01
Parrilla, A. y Sierra, S. (2015). Construyendo una investigación inclusiva en torno a las distintas transiciones educativas. Revista Electrónica Interuniversitaria de Formación del Profesorado, 18(1), 161-175. https://doi.org/10.6018/reifop.18.1.214381
Puyalto, C., Pallisera, M., Fullana, J. y Vilà, M. (2016). Doing research together: A study on the views of advisors with intellectual disabilities and non‐disabled researchers collaborating in research. Journal of Applied Research in Intellectual Disabilities, 29(2), 146-159. https://doi.org/10.1111/jar.12165
Salmon, N., Barry, A. y Hutchins, E. (2018). Inclusive research: An Irish perspective. British Journal of Learning Disabilities, 46(4), 268-277. https://doi.org/10.1111/bld.12247
Schalock, R. L. (2025). Building an inclusive society. Siglo Cero, 56(1), 11-17.
Schelbe, L., Chanmugam, A., Moses, T., Saltzburg, S., Williams, L. R. y Letendre, J. (2015). Youth participation in qualitative research: Challenges and possibilities. Qualitative Social Work, 14(4), 504-521.
Schwab, S. (2017). The impact of contact on students’ attitudes towards peers with disabilities. Research in Developmental Disabilities, 62, 160-165. https://doi.org/10.1016/j.ridd.2017.01.015
Slee, R. (2011). The irregular school: Exclusion, schooling and inclusive education. Routledge.
Société inclusive. (2019). Rapport annuel de l’initiative intersectorielle Vers une société québécoise plus inclusive. https://societeinclusive.ca/activites/rapports-annuels/
Stanley, D. y Anderson, J. (2015). Advice for running a successful research team. Nurse Researcher, 23(2).
Stock, S. E., Davies, D. K., Wehmeyer, M. L. y Lachapelle, Y. (2011). Emerging new practices in technology to support independent community access for people with intellectual and cognitive disabilities. NeuroRehabilitation, 28(3), 261-269. https://doi.org/10.3233/nre-2011-0654
Tessier, A., Latulippe, K., Routhier, F., Raymond, É., Fiset, D., Corcuff, M. y Archambault, P. S. (2024). Strengths and limitations of the inclusive society research model: An autoethnography. Disability and Rehabilitation, 46(11), 2259-2268. https://doi.org/10.1080/09638288.2023.2219067
Thomas, L. (2016). Developing inclusive learning to improve the engagement, belonging, retention, and success of students from diverse groups. En M. Shah, A. Bennett y E. Southgate (Eds.), Widening Higher Education Participation (pp. 135-159). Elsevier.
Verdugo, M. Á. (2016). Comunicado sobre la situación de la inclusión educativa en España. http://sid.usal.es/noticias/discapacidad/56067/1-1/comunicado-sobre-la-situacion-de-la-inclusion-educativa-en-espana.aspx
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Verdugo, M. Á., Schalock, R. L., Gómez, L. E. y Navas, P. (2023). A systematic approach to implementing, evaluating, and sustaining the shared citizenship paradigm in the disability field. Behavioral Sciences, 13(12), 970. https://doi.org/10.3390/bs13120970
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