Percepciones docentes sobre la inclusión de niños con necesidades educativas especiales en aulas del ciclo II en una institución pública del Cercado de Lima
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2021-05-13
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Pontificia Universidad Católica del Perú
Abstract
La educación inclusiva es un tema controversial en nuestro país, pues aún existe
discriminación de niños y niñas con necesidades educativas especiales, a pesar de
que se han formulado leyes que respaldan sus derechos. Ante ello, en este trabajo se
pretende analizar las percepciones de las docentes frente a la inclusión de niños con
necesidades educativas especiales en aulas del ciclo II en una institución pública del
Cercado de Lima. Esta investigación es de tipo descriptiva, se utilizó el estudio de
caso y la entrevista como técnica de investigación. Se concluye que las creencias de
las docentes están relacionadas a su experiencia y al hecho de aprender sobre la
educación inclusiva y que, a pesar de no contar con una formación en educación
inclusiva, presentan una actitud positiva frente a los niños con necesidades educativas
especiales. En cuanto a los factores que favorecen la educación inclusiva, se
mencionan las capacitaciones que reciben por parte del SAANEE y el apoyo que
reciben de los padres. Y los factores que la dificultan son el número insuficiente de
capacitaciones, así como la escasa y repetitiva información que brindan. Asimismo,
en un principio la actitud de negación o de no aceptación de los padres de familia. Y
finalmente, la gestión escolar dificulta la educación inclusiva, puesto que no hay una
buena inversión en lo que respecta a capacitaciones, infraestructura y materiales.
Inclusive education is a controversial issue in our country, as there is still discrimination against boys and girls with special educational needs, even though laws have been formulated to support their rights. Given this, this work aims to analyze the perceptions of teachers regarding the inclusion of children with special educational needs in classrooms of cycle II in a public institution in Cercado de Lima. This research is descriptive, the case study and the interview were used as a research technique. It is concluded that the teachers' beliefs are related to their experience and the fact of learning about inclusive education and that, despite not having training in inclusive education, they present a positive attitude towards children with special educational needs. Regarding the factors that favor inclusive education, the training they receive from SAANEE and the support they receive from parents are mentioned. And the factors that make it difficult are the insufficient number of trainings, as well as the scant and repetitive information they provide. Also, initially the attitude of denial or nonacceptance of the parents. And finally, school management makes inclusive education difficult, since there is not a good investment in terms of training, infrastructure and materials.
Inclusive education is a controversial issue in our country, as there is still discrimination against boys and girls with special educational needs, even though laws have been formulated to support their rights. Given this, this work aims to analyze the perceptions of teachers regarding the inclusion of children with special educational needs in classrooms of cycle II in a public institution in Cercado de Lima. This research is descriptive, the case study and the interview were used as a research technique. It is concluded that the teachers' beliefs are related to their experience and the fact of learning about inclusive education and that, despite not having training in inclusive education, they present a positive attitude towards children with special educational needs. Regarding the factors that favor inclusive education, the training they receive from SAANEE and the support they receive from parents are mentioned. And the factors that make it difficult are the insufficient number of trainings, as well as the scant and repetitive information they provide. Also, initially the attitude of denial or nonacceptance of the parents. And finally, school management makes inclusive education difficult, since there is not a good investment in terms of training, infrastructure and materials.
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Keywords
Educación primaria--Perú--Cercado de Lima (Lima : Distrito)--Investigaciones, Educación inclusiva--Perú, Profesores--Actitudes
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