<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672023000200132</article-id>
<article-id pub-id-type="doi">10.23913/ride.v14i27.1610</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Satisfacción laboral en los maestros con algún grado de discapacidad en el sector educativo especial en México]]></article-title>
<article-title xml:lang="en"><![CDATA[Job satisfaction in teachers with some degree of disability in the special education sector in Mexico]]></article-title>
<article-title xml:lang="pt"><![CDATA[Satisfação profissional em professores com algum grau de deficiência no setor de educação especial no México]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sarabia Alonso]]></surname>
<given-names><![CDATA[Ma. Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Álvarez Cedillo]]></surname>
<given-names><![CDATA[Jesús Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Álvarez Sánchez]]></surname>
<given-names><![CDATA[Teodoro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Vásquez]]></surname>
<given-names><![CDATA[Alexis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sandoval Gómez]]></surname>
<given-names><![CDATA[Raúl Junior]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico Superior del Oriente del Estado de Hidalgo Tecnológico Nacional de México ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>27</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672023000200132&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672023000200132&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672023000200132&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio permitió revisar la normativa vigente relacionada con la atención y aplicación de la educación especial dirigida por la Unesco, la cual permite evitar la discriminación, la segregación y las etiquetas como un punto de partida relevante para el derecho que se tiene como individuos. La inclusión social establece los derechos que tienen todas y todos en la recepción y el gozo de una educación con una calidad suficiente que propicie el máximo desarrollo de las potencialidades de la formación educativa especial en México. Sin embargo, los maestros de educación incluyente que colaboran con estudiantes con alguna discapacidad física, auditiva o mental algunas veces no cuentan con los recursos mínimos para desarrollar sus actividades laborales. Por eso, el objetivo principal de esta investigación fue analizar el grado de satisfacción y los factores emocionales de los maestros con algún tipo de discapacidad que presentan en su rol a favor de la instrucción especial en México. Para ello, en primer lugar, se desarrolló un trabajo exploratorio para acercarse al tema estudiado; luego se analizó el grado de satisfacción de los 251 maestros con alguna discapacidad que participaron. Los resultados demuestran la falta de compresión de las autoridades escolares y la importancia de tener experiencia amplia frente a grupo. Por eso, se concluye que las principales causas que han limitado el desempeño de los docentes son las condiciones laborales y el aislamiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The study made it possible to review the current regulations related to the attention and application of special education directed by UNESCO, which allows avoiding discrimination, segregation and labels as a starting point relevant to the right that one has as individuals. Social inclusion establishes the rights that everyone has in receiving and enjoying an education with a sufficient quality that promotes the maximum development of the potential of special educational training in Mexico. Inclusive education teachers who collaborate with students with a physical, hearing or mental disability, even with various limitations in their environment, sometimes do not have the essential conditions to develop their work activities, so the main objective of this research is to analyze the degree satisfaction and emotional factors of teachers with some type of disability that they present in their role in favor of special instruction in Mexico. This research is exploratory in the first instance because it allows increasing familiarity with the subject giving way to the descriptive one that allowed analyzing the degree of satisfaction of the 251 teachers with a disability who participated in the study. The results that were obtained argue the factors of importance such as the lack of understanding on the part of the school authorities and the importance of having sufficient experience in front of a group, for which it is concluded that the main causes that have limited the performance of the teachers are working conditions as well as isolation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente estudo permitiu-nos rever a regulamentação vigente relativa ao cuidado e aplicação da educação especial dirigida pela UNESCO, o que nos permite evitar a discriminação, a segregação e os rótulos como ponto de partida relevante para o direito que temos como indivíduos. A inclusão social estabelece os direitos que todos têm de receber e desfrutar de uma educação de qualidade suficiente que promova o máximo desenvolvimento do potencial da formação educacional especial no México. No entanto, os professores de educação inclusiva que colaboram com alunos com deficiência física, auditiva ou mental, por vezes, não dispõem dos recursos mínimos para desenvolver as suas atividades laborais. Portanto, o objetivo principal desta pesquisa foi analisar o grau de satisfação e os fatores emocionais dos professores com algum tipo de deficiência que apresentam em sua função em favor da instrução especial no México. Para isso, primeiramente, foi desenvolvido um trabalho exploratório para abordagem do tema estudado; Em seguida, foi analisado o grau de satisfação dos 251 professores com alguma deficiência participantes. Os resultados demonstram a falta de compreensão das autoridades escolares e a importância de se ter ampla experiência com o grupo. Portanto, conclui-se que as principais causas que têm limitado a atuação dos professores são as condições de trabalho e o isolamento.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación especial]]></kwd>
<kwd lng="es"><![CDATA[sector educativo]]></kwd>
<kwd lng="es"><![CDATA[discapacidad]]></kwd>
<kwd lng="es"><![CDATA[satisfacción]]></kwd>
<kwd lng="en"><![CDATA[Special education]]></kwd>
<kwd lng="en"><![CDATA[educational sector]]></kwd>
<kwd lng="en"><![CDATA[disability]]></kwd>
<kwd lng="en"><![CDATA[satisfaction]]></kwd>
<kwd lng="pt"><![CDATA[educação especial]]></kwd>
<kwd lng="pt"><![CDATA[setor educacional]]></kwd>
<kwd lng="pt"><![CDATA[deficiência]]></kwd>
<kwd lng="pt"><![CDATA[satisfação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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