Procesos de inclusión escolar y desarrollo psicosocial en el marco del decreto 1421 del 2017 en la Institución Educativa Seminario Menor Santo Tomas de Aquino de la ciudad de Pamplona.

Abstract

School inclusion is a process in which all citizens are participants, so strategies and regulations must be strengthened to ensure adequate integral development of children and adolescents with disabilities. In the present investigation, we sought to analyze the inclusion process developed in the educational institution of the Santo Tomas de Aquino Seminary in Pamplona, through a qualitative study focused on decree 1421 of 2017 that allows verification of compliance in favor of psychosocial development of the students in a condition of disability, counting on a sample of 9 students with disabilities, their parents and the teachers who hold the course. Which was implemented through various techniques of information collection as it was semi-structured interview for teachers and another for parents of families and a nonparticipant observation in 5 moments. As a result of the investigation it was determined that the Educational Institution Santo Tomas de Aquino Seminary if it complies with the provisions of Decree 1421 of 2017, starting from the categories of analysis such as the admission processes, educational processes, psychosocial processes and financing, infrastructure and pedagogical tools