primaria Attention to students with special educational needs SEN at primary level
DOI:
https://doi.org/10.5281/zenodo.10680144Keywords:
Inclusive education, Special educational needs, Attention to diversityAbstract
The research study focused on examining attitudes towards educational inclusion in teachers of educational institutions in the district of Vinchos, Ayacucho, for which an 18-question interview guide was used. The qualitative approach and a phenomenological design were used for the study. Interview guides were developed and applied to teachers working in the Vinchos district. The analysis of the information collected involved narrative techniques that were coded, categorized, and theorized based on the participants' responses. To address these issues, we expanded through a comprehensive analysis of the literature, including scientific articles, books and current mainstream magazines that discuss this issue and exemplify advances in the implementation of inclusive educational models. The findings of this study indicate that, in addition to established policies, educational institutions thus the study suggests that teachers expressed the need for specific strategies to facilitate the integration into the classroom of children with special educational needs. Furthermore, they stressed the importance of teacher training in this process. This path is necessary to affirm that we live in truly inclusive and equitable societies. On the other hand, the conclusions indicate that teachers perceive challenges in curricular management and pedagogical practice to serve students with SEN, due to the lack of adequate didactic, physical and material conditions.
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