Actitudes del docente frente a la inclusión de niños con necesidades educativas especiales asociadas a una discapacidad

Abstract

This research looks for analyze the importance of the attitude of teachers in face of the presence of Children with Special Educational Needs associated with a physical or cognitive disability, its topic is included within the attention to diversity. The inclusive school looks for attend to the existing diversity in the educational field. To do this, it is necessary to move from a homogenizing approach to one based on the heterogeneity of the human being. One of the agents that could contribute or hinder the inclusive processes is the teacher, here is the interest to know the attitude that he or she reflects when working with diversity, especially with those who have Special Educational Needs associated with or physical and cognitive disabilities. This research is based on a bibliographical review, analysis and systematization of diverse sources and authors. This information has been found from scientific journals, books and digital databases. The results found show us that the teacher is one of the most important and influential agents in pedagogical mediation, with positive attitudes that would contribute to create a better inclusion of students with physical and cognitive disabilities. On the other hand the negative attitudes tend to encourage rejection and exclusion. Finally, some techniques that the teacher could implement to improve his or her attitude toward students with Special Educational Needs associated with a disability are described.