Programa de formación Inclusiva para la discapacidad intelectual dirigido a los docentes de la Escuela de Educación Básica “Joel Monroy”

Abstract

The insertion of students with intellectual disabilities to regular education must consider key elements to achieve the proposed objectives, such as teacher training, this work aims to cover one of the cornerstones in said insertion process by designing a teacher training program inclusive for intellectual disability in the Joel Monroy Basic General Education school in the city of Cuenca, based on a quantitative study with the application of surveys and a qualitative study with the application of semi-structured interviews, in order to know the barriers that prevent effective participation in the inclusion process and mitigating existing discriminatory attitudes. The results of the investigations show the lack of teacher preparation for the attention to the intellectual disability produced by numerous factors. Ignorance of inclusive educational strategies affects not only students but also teachers who consider their work excessive and ineffective in terms of expected learning. Based on these results, an inclusive teacher training program distributed in sessions is designed, considering phases, objectives, times, resources, methodologies, and strategies for the development of each session.