Las actitudes, sentimientos y creencias de los docentes hacia la inclusión en la Unidad Educativa “Las Palmas” provincia del Azuay, 2019-2020.

Abstract

This study aimed to design a proposal of strategies from the Universal Learning Design (UDL) in the classroom aimed at promoting change in attitudes and feelings; and beliefs about inclusion in the classroom context of the Educative Institution “Las Palmas". The main theoretical references reviewed were of the terms educational inclusion, attitudes, feelings and beliefs. The research was developed from the socio-critical paradigm, the methodology was mixed. The Unit of Analysis, for the study was an intentional and voluntary sample of teachers and principals. The research design was participatory action research, and a survey on the revised Feelings Scale was first applied as an informationgathering technique which favours inclusion, it was concluded that 88. 9% of teachers are concerned about giving adequate attention to all students, on the other hand, there was a need for training on methods, techniques and planning for diversity. Finally, work was done on the proposal for intervention, which was a viable and relevant alternative to eliminate the barriers to learning and participation found in the diagnosis.