La autoadscripción docente como dispositivo de inclusión: Un estudio en Docentes de la Ciudad de Cuenca.

Abstract

The research aims to determine the differential behavior of the perception of selfenrollment that basic education teachers who work in private and public educational institutions in the city of Cuenca have. Theoretically, it was based on the model of Booth and Ainscow (2000), because it addresses in a profound way the impact of inclusive education in classrooms. Its methodology was descriptive. It had a sample of 105 teachers, calculated with a sampling error equal to 8.77 and a confidence level of 95%. Data collection was done with the Castro-Rubilar, Castaneda-Díaz, Ossa-Cornejo, Blanco-Hadi, and Castillo-Valenzuela teacher self-enrollment scale (2017). It was determined that 68.3% of teachers are recognized as inclusive, which is a strength for the institutionalization of this educational model. It was observed that teachers who had experience with children with disabilities perceived themselves to be more inclusive selfenrollment. Based on the above, a six-session workshop is proposed to enhance the growth of the perception of inclusive teacher self-enrollment.