Percepciones de Educadores Infantiles del Instituto Integrado Irra, Quinchia, Risaralda Sobre la Inclusión Educativa

Abstract

Educational inclusion is a topic that arouses great interest within the educational system, it is proposed as mandatory in all institutions in the country and therefore should be implemented naturally, but there is a transformation that poses great challenges for its achievement. This research was conducted with the main purpose of knowing the perception of early childhood education teachers belonging to the Instituto Integrado Irra de Quinchia, Risaralda regarding inclusion in the institution, derived from their pedagogical practices. Within the construction of the theoretical foundation, we sought to define some of the intrinsic aspects of inclusion; to establish some background of their research ranging from the international to the local level and to identify the regulations that govern it. The methodology used for the research was the case study with a qualitative approach, the sample consisted of three early childhood education teachers and the support teacher of the institution, the instruments used for the collection of information were the semi-structured interview and observation. The main finding detected is that the most evident limitation to carry out the inclusion process is the lack of teacher training to respond to this requirement, which suggests to the institution and the entities in charge of the educational system the allocation of resources for the constant training of the teaching staff so that their pedagogical practices do not present so many limitations and they can be true agents of change. Key words: inclusion, diversity, training, disability, perception.