Pedagogical implementation and Stakeholders’ Perceptions of IPRA in teaching and learning processes
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Irreño Rojas, Danna Fernanda
Restrepo Florez, Jaferson
Setina Rubiano, Juan Felipe
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0009-0001-3176-3954
0009-0004-6673-627X
0009-0006-0281-5053
0009-0004-6673-627X
0009-0006-0281-5053
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Universidad Santo Tomás
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This study addresses the implementation of the Individual Plan of Reasonable Adjustments (IPRA) in a bilingual learning environment for students with special needs, including sensory, intellectual, and motor disabilities. It highlights the necessity for teachers to optimize their teaching processes and lessons through curricular adjustments that eliminate barriers to education, fostering an inclusive environment where every student has the right to learn. As noted by Caicedo et al. (2024), Decree 1421 of 2017 introduced the IPRA as a tool enabling teachers to modify curricula and tailor goals according to students’ unique needs. The investigation situated a problem where education is in constant search for tools, strategies, teaching and learning methodologies that guarantee integral and inclusive education, respecting and valuing students’ needs and learning rhythms in a private bilingual school with participants from fourth grade. The main objective of this study is to understand the perceptions of the educational stakeholders involved regarding IPRA and its relationship with bilingual teaching practices aimed at promoting inclusive learning environments, through the design and implementation of a pedagogical plan for primary students in a primary institution in Cali.
The research is grounded in a qualitative action research methodology, employing an inductive interpretive approach to data analysis through coding (Saldaña, 2021). Data collection instruments included a questionnaire (Sharma, 2022) and a Likert scale (Heo et al., 2022) during the initial stage, followed by classroom observations (Kawesa et al., 2024) and the analysis of educational artifacts (Wallwey & Kajfez, 2023) throughout the implementation of the pedagogical plan, concluding with a semi-structured interview (Shoozan & Mohamad, 2024). The findings revealed four key categories: (a) Pedagogical and teaching implications, which involve rethinking differentiated pedagogical proposals that address the needs of all students, regardless of whether they have an IPRA; (b) Professional development and support, which highlight a significant gap in teacher training and in the availability of materials, resources, and strategies that enhance educational practices; (c) Socio-emotional learning, which strengthens values such as empathy, respect, and acceptance of differences as essential elements for building an inclusive school environment; and (d) Collaborative approach, identified as a key strategy to strengthen planning, reflection, and the continuous development of bilingual learning environments. These findings emphasize the importance of promoting professional growth and creating support spaces that enhance these dimensions within educational practice, contributing to the development of more inclusive and equitable learning contexts.
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Irreño Rojas, D.F., Restrepo Florez, J. y Setina Rubiano, J.F. (2025). Pedagogical Implementation and Stakeholders’ Perceptions of IPRA in Teaching and Learning Processes. [Tesis de maestría, Universidad Santo Tomás.] Repositorio institucional.
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