Educación inclusiva, desde la experiencia en el aula, con estudiantes en condición de discapacidad de básica primaria.

Abstract

The research work has a qualitative approach, with a participatory action research method, which allowed us to directly investigate the school Eleven de November of the Patios Norte de Santander, where the main objective of this research was to implement workshops to strengthen and sensitize teachers to the inclusive education of students with primary primary disabilities, identifying the experiences acquired in the classroom. The population consisted of a group of key informants composed of teachers; a direct observation was made, with the purpose of identifying the shortcomings in the teaching and learning process in the classroom, in terms of gathering information, the field diary was recorded, afterwards an interview was conducted, where seven were formulated (7) questions related to the subject of knowledge. These instruments were validated by three experts in Inclusive Education, in this way the corresponding analyzes were made taking into account the subcategories and the descriptors to give the interpretation of the research. This research was theoretically supported: by decree MEN (1421/29 of August 2017), (Rosa Blanco, 2007), (Echeita Sarronandía & Ainscow, 2010), (R. Blanco, 2005) (Ainscow, 2004), ( Muntaner, 2010), (UNESCO, 2015), R. Blanco, "Equity and social inclusion: one of the challenges of education and school today. Among others. As the result obtained in this research is the awareness by teachers and students to contribute, to create spaces for inclusion in the educational institution, being a support for people with disabilities, working and interacting in areas of equity and acceptance, helping to overcome the barriers of educational exclusion and accompany students with disabilities so that in this way they strengthen their abilities to overcome the difficulties they present at an educational level.