Percepciones de docentes sobre el uso de prácticas inclusivas en el aula de una institución fiscal

Abstract

Inclusive Education implies going beyond the access of the students with special educational needs to regular schools. Inclusive Education involves the elimination and minimization of the barriers that limit the learning and participation of the entire educational institution. The main objective of this research was to describe the perceptions of teachers about the use of inclusive practices in the classrooms within a governmental educational institution in Cuenca. The instrument used for this purpose was the “Teacher Perceptions Questionnaire about the Inclusion and the Scale of Adaptations in Teaching”, obtained in the doctoral thesis of Esther Chiner (2011). The professorate from “Unidad Educativa República del Ecuador” was taken as population in the investigative work. The research design had a quantitative approach, non-experimental and transversal descriptive scope. For data analysis and interpretation the author used the statistics programs SPSS and Excel. Using the results obtained through the questionnaires applied to the teachers of the institution, the author established frequencies, means and standard deviation. The results manifested that teachers show moderate or indifferent perception regarding the use of inclusive practices in the classroom, since the scores are located in the average according to the correction system. It also demonstrated that teachers respond to their students with special needs through the moderate use of teaching strategies