Diagnosis on the inclusion of students with special educational needs: what is happening in General Basic Education?

Abstract

The purpose of this article was to diagnose the educational inclusion of students with special educational needs (SEN) in the San Pablo del Río de Oro Educational Unit in the period 2020-2021. It was carried out under a quantitative approach with a non-experimental cross-sectional design and a descriptive type of research, where the population was the teachers and 14 of them were taken as a sample, under the criteria of non-probabilistic sampling by convenience. A questionnaire developed by the author and submitted to expert validation was used for data collection. The main results show that teachers are at a medium-low level of educational inclusion in the first two indicators of inclusive culture and policies; however, in the indicator of practices the level is high. This leads to reflect that there is a low percentage of inclusive teachers and that it is necessary to make proposals to ensure the welfare of students with SEN, their inclusion, participation and development, generating an inclusive culture in the educational community. For this reason, a methodological guide is proposed to provide teachers with guidelines to include students in a pertinent manner, respecting their individual differences - considering them as group potentialities - and guaranteeing a quality and warm education.