Promoviendo la educación inclusiva en las UDS del nunicipio de Ayapel Departamento de Córdoba.

Abstract

This research aimed to strengthen inclusive education in the Service Units (UDS) of the municipality of Ayapel, Córdoba, through a training process aimed at teachers, parents, boys, and girls. The study arose from the need to promote inclusive pedagogical practices that encourage attention to diversity and the active participation of children with special educational needs in early childhood education settings. The research was developed under a qualitative approach and an action-research methodology, allowing an understanding of the experiences and perceptions of different educational actors regarding inclusion. Information was collected through participant observation, semi-structured interviews, focus groups, and document analysis. The findings showed that, although there are institutional efforts aimed at inclusion, there are still difficulties related to teacher training, the implementation of differentiated pedagogical strategies, and the availability of adapted educational resources. Based on these findings, a training plan was designed and implemented focusing on diversity recognition, the elimination of barriers to learning and participation, and the strengthening of inclusive pedagogical strategies based on Universal Design for Learning (UDL). It is concluded that strengthening training processes and collaborative work among teachers, families, and the community significantly contributes to the construction of more inclusive, participatory, and diversity-respecting educational environments in early childhood education.