Percepción de docentes universitarios sobre culturas, políticas y prácticas inclusivas en la Facultad de Psicología

Abstract

Inclusive education is defined as respect, solidarity and acceptance, without excluding the other because of their characteristics, needs, interests, potential or limitations. The objective was to describe the perceptions of teachers in the School of Psychology about inclusive cultures, policies and practices. Non-experimental, descriptive quantitative study. Forty-four university professors, 17 men and 27 women participated. Universe was finite. Instrument used was the adaptation of the Index for Inclusion in the field of Higher Education. Among the main results, it was found that 20 of 44 teachers require training in methodology and attention to the diversity of students in the university. In addition, teachers who received some type of training in inclusive education have better scores than those who have not received this type of training. Teachers with more than 12 years of experience showed marked flaws in: feeling welcomed and the philosophy, principles and objectives of inclusive education. New information on inclusive education within the Faculty, as well as inclusive education of great importance because it identifies and responds to the diversity of all students, so that the teaching-learning process is adequate.