"Educación inclusiva", una mirada desde la práctica pedagógica en el aula.

Abstract

From the processes and the inclusion framework, at present, hundreds of processes are established which are necessary to study, which is why it seeks to give a tour of the positions of the different teachers and theorists about the current situation immersed in this as well as the observation of a problem situSation, the research question and the objectives; as well as the justification for it. Subsequently, the reference frameworks are exposed, where through the legal framework the regulations that regulate inclusion policies and inclusive education at the international and national level are presented, the background that gives an account of the way in which the subject has been developed through academic research and articles and the theoretical framework in which the authors and theories that support the topic refer. The contextualization of the scenario where the research and methodological design took place. According to the qualitative paradigm, the design of four instruments for the collection of information was carried out. Thus, the research was developed in two parts, in the first it sought to identify the attitudes of the teachers through the analysis with the information obtained to establish the way in which the attitudes of the teachers are related in the development of inclusive educational practices. In the second moment, the information was categorized by grouping responses and conceptions that would allow knowing the attitudes that teachers have towards students with intellectual disabilities and their educational inclusion process. Finally, a data analysis where a triangulation process was worked with the information obtained to expose the research results.