Inclusive Education in the Classroom

Abstract

One problem is the inclusion of students in the regular classroom so that all the children of a certain community learn together, regardless of their conditions. Inclusive education integrates students into regular education so that teachers and students feel comfortable with diversity and perceive it not as a problem, but as an opportunity to enrich learning. Inclusion requires the removal of barriers that limit student learning and participation. A proactive, mixed-type, field, bibliographical-documentary, critical methodology is used, with a descriptive approach. The population under study were teachers from fiscal educational institutions in the provinces of Imbabura, Esmeraldas and Pichincha. The most significant results indicate that the level of training on inclusive processes is relatively low, 85% of the teachers in the classroom execute significant learning processes and use active methodological strategies. The main conclusion indicates that not all teachers are prepared to work with inclusive processes. It is important that they are trained to improve the learning process related to methodologies, strategies, resources, evaluation, and use of innovative didactic material, to motivate the student to true participation.