The invisibility of people with disabilities in the teaching of history, geography and social sciences: what do history teachers think and what do they say?

Abstract

This paper presents the first research carried out in the framework of the doctoralthesis entitled "The inclusion of people with disabilities in the teaching ofhistory and social sciences. A case study in initial teacher training in universitiesin northern Chile".The objectives of the research are: to describe the social representations heldby history teachers regarding the invisibility of people with disabilities within thecontents of the history and social sciences curriculum; to identify how these socialrepresentations have been constructed; and to assess the processes of inclusion/exclusion that are generated within the history class.The study is qualitative and exploratory in nature and the instruments usedwere semi-structured interviews and documentary analysis. The data analysis wascarried out with the support of Atlas software. Ti 22.The results of the interviews show the need to humanise the content workedon in history class, which would make it possible to make visible axes of identity,themes and content that have been excluded and marginalised in school history.