Inclusion of students with special educational needs in the regular classroom of the “Manuel Vicente Cuervo” educational unit

Abstract

The main objective of this article is to analyze the pedagogical strategies implemented for the inclusion of students with special educational needs in the regular classrooms of the Manuel Vicente Cuervo National Educational Unit, identifying both effective strategies and the barriers they face in their educational process. Through a methodological approach that combines qualitative and quantitative research, with a non-experimental descriptive level, we seek to gain a deeper understanding of classroom interactions and the learning dynamics that exist. The relevance of this research lies in its potential not only to enrich pedagogical practice within the educational unit, but also to influence the design of policies that promote educational inclusion in an effective and sustainable manner. The results showed that at the Manuel Vicente Cuervo National Educational Unit, there has been significant progress in the implementation of inclusive education for children with special educational needs, paving the way for an academic offering for all individuals without exception.