摘要：Abstract After 30 years of implementing a process of Educational Integration or Inclusion in Spain, it can be said that there is a lack of studies about the assessment criteria of families from an axiological viewpoint. The objective of this work is to reveal the possible difficulties derived from this inclusive process and to evaluate ethically this new education paradigm on both, parents and tutors side. This inclusive process will allow a classroom to become a general education place for academically disabled individuals alongside their peers. To accomplish so, we performed a quantitative and exploratory-descriptive research on a sample of 50 parens and tutors in the municipalities of Coslada and San Fernando both located in Madrid, Spain. We applied the tool Likert scale with 27 items related to a variety of previously defined categories of Bioethics (Autonomy, Justice, Beneficence and Non-maleficence) with other categories, such as purpose-built Satisfaction and Rating of Inclusion. The pilot project was conducted in April 2015 with 50 parents and tutors. Data collection was compiled from October 2015 to January 2016.The preliminary data allowed us to appreciate a tendency of both, parents and/or tutors to hinder the implementation of this process. In addition, certain stigmatizing prejudices interfered with this procedure and it could be interpreted as a leaning to overestimate the Autonomy and Justice variables. Whereas the inclusion importance and satisfaction are considered negative, the non-maleficence and beneficence variables maintain neutral values.
关键词：School inclusion;Intellectual disabilities;Principles of Bioethics
