Percepciones, actitudes y prácticas educativas de los docentes frente a la inclusión e integración escolar de los alumnos con necesidades educativas especiales.

Abstract

Teachers are challenged to handle the situations that arise with students with special educational needs, which is why the research questions of this project are raised. To determine the perceptions, attitudes and practices of teachers to integration and school inclusion of students with special educational needs. Methodology: descriptive, quantitative study whose population were teachers of educational institutions of Cucuta and Pamplona public and private sector, whose sample was 110 participants, measures of central tendency and dispersion were calculated, ANOVA was used to verify the relationship between the variables. The ethical principles of resolution 00843068 October 1993. Results were taken into account: 22.7% have had experience in the classroom with students with SEN, adequate reliability of the instruments was obtained through the internal consistency of responses for the three measuring scales with Cronbach alpha values above 0.8. A tendency to completely positive attitudes towards inclusion with a score of 42.8 for teachers in private institutions and the public 39.7 was obtained. Regarding the use of adaptations for teaching is 80.8 to 77.6 private institutions and to public institutions. Teachers in the private sector had a very favorable attitude towards the process of integration of children with special educational needs, with an average score of full scale of 118.4, as the public sector had a favorable attitude towards integration but with reservation or doubts about its implementation in the regular classroom, with a score of 113.9. No statistically significant relationship between attitudes, perceptions and practices of teachersregarding school integration and inclusion of students with special educational needs and socio- demographic variables, training and teaching experience, given by values of p> 0.05 was found. Conclusions: The present study teachers generally favorable attitudes toward inclusion and school integration of pupils with special educational needs, with greater use of inclusive education strategies.