Programa de mejoramiento de actitudes de los docentes hacia la inclusión educativa de niños con discapacidad

Abstract

Access to a dignified, respectful and quality inclusive education is the right of every human being with and without disabilities, however, that result is modulated by several factors, one of them is the teacher's attitude, which influences the creation of an optimal environment for the learning process. The study focuses on identifying the attitudes that hinder the inclusion of children with disabilities in the educational system with the aim of improving the attitudes of teachers towards the inclusion of children with disabilities, through a psycho-pedagogical intervention program based on awareness techniques, through twelve workshops, where the technique was awareness. The sample consisted of 14 teachers, 10 of whom were representatives of children with disabilities. Data were collected through three instruments, observation guide, Likert-type measurement scale and checklist. The results obtained reveal attitudes of indifference and acceptance towards the inclusion of children with disabilities on the part of teachers, which implies that not all students received the necessary curricular adaptations. A lack of preparation among teachers has been observed, which, combined with inadequate communication on the progress of students, has generated in most parents the perception that their children are not receiving an inclusive education. The importance of teacher training and awareness-raising is highlighted. to foster a positive attitude towards educational inclusion. The results of the research conducted at the 24 de Junio Basic Education School in Machala, Ecuador. In view of this, it is recommended to the educational institution the implementation of professional training courses and sensitization workshops on disability inclusion to its teachers, as well as their follow-up to guarantee an adequate education to the children.