Inclusión social y desafíos en la educación de estudiantes con necesidades educativas especiales

Abstract

The present study related to social inclusion and challenges in the education of students with special educational needs is a theoretical and practical research that aims to determine the relationship between social inclusion and challenges in the education of students with special educational needs. The methodology focused on qualitative research, with a descriptive level, with a synthetic and inductive analytical method. For data collection, the interview technique was applied to 9 students with special educational needs and 6 teachers working in the Totoras Educational Unit. The findings to be examined focused on learning about social inclusion under 4 dimensions: inclusion, social welfare, environment and learning, as well as analyzing the challenges in education, related to 3 dimensions: teaching, curricular adaptations, and technical and human. The results found showed that students with educational needs feel the unconditional support of their parents and school teachers, as well as their peers, however, there is still exclusion within the classroom by other classmates who do not understand the need to socialize with students with needs. On the other hand, the resulting data from the teachers allowed to verify that there are limitations and barriers for teachers to properly fulfill the teaching-learning process with students with needs, such as the limitation of technological and physical resources to develop the skills and abilities of these students. Finally, it was concluded that in order to improve certain aspects it is necessary to propose an alternative solution to the problem through the design of a training plan for teachers to strengthen inclusive pedagogical practices in the Totoras Educational Unit.