Programa de capacitación docente y sensibilización en la educación inclusiva en el Liceo «María T. Peña» Urumaco

Abstract

The integration of special education into teacher training implies rethinking teacher training to ensure inclusiveness. This will enable teachers to serve students with special educational needs (SEN). Therefore, inclusive education requires that the Special Education Modality include teachers capable of diversifying their guiding role to promote the effective participation of all social stakeholders in education, in and for the promotion of inclusive values that foster educational care for students without discrimination. The general purpose of this research is to implement actions to integrate special education into teacher training at the "María Tomasa Peña" National High School in Urumaco. The research was methodologically framed within a critical socio-cultural approach using transformative participatory action research, as well as within Research Line No. 8: Education and Work, which establishes that education and work are the fundamental means to achieve a just, free, supportive, and peace- loving society. Observation and interviews were used as instruments for the teaching staff at the institution under study. A survey was used as a technique. The sample consisted of 35 teachers. Among the conclusions, it was found that teachers are not trained to successfully integrate students with educational needs into the regular classroom, as they do not receive any support from educational programs or specialist teachers, and therefore lack mastery of the areas and levels of development appropriate to the students' needs.