Actitud del docente hacia la educación inclusiva: caso unidad educativa El Carmen Teacher's attitude towards inclusive education: El Carmen educational unit case

Abstract

This article is the result of an research work whose objective was to determine the attitude of teachers towards inclusive education in the Basic General Education level of El Carmen Educational Unit during the 2021-2022 school period. Methodologically, it responded to a positivist paradigm, with a quantitative approach, taking into account a field design with a descriptive level. The survey and a questionnaire, with scalar response options, were used to develop this investigation. It all together was validated by expert judgment and their reliability determined by Cronbach's Alpha coefficient, reaching 0.801 as a result. Regarding the population, 84 teachers were selected as an intentional sampling among 125 teachers in total. Speaking of the most outstanding results, it was found that 75.99% of the teachers consider that working with the curricular adaptation guides, which are promoted by the Ministry of Education to improve the didactic work of students with Special Educational Needs, has allowed them to carry out activities that have led to significant learning based on the pace and requirements of each of these students. Likewise, some of the support organizations such as the Department of Student Counseling and the District Support Units for Inclusion act as a companion to the classroom teacher, creating pertinent inclusive conditions adapted to students with Special Educational Needs. As a conclusion, it was determined that teachers have a favorable predisposition towards educational inclusion