Estudio comparativo de la caracterización de las competencias inclusivas del profesorado de educación inicial en el centro educativo CDI Ciudad de Cuenca y la Institución Educativa Joel Monroy de Cuenca en el período 2019-2020.

Abstract

Inclusive education consists of providing the opportunity for all children to attend school and actively participate in the development of their abilities, within the same educational spaces as others, regardless of their socioeconomic status, physical conditions or special educational needs (SEN), where there should not be any type of discrimination. This research arises from the need to identify the role of the teacher and the inclusive competencies that he must apply to attend to the diversity of students. The comparative study is carried out in two educational institutions, CDI Ciudad de Cuenca and Joel Monroy Educational Institution. The aim of this research is to characterize the inclusive competencies of teachers in educational centers in the city of Cuenca CDI Ciudad de Cuenca and the Joel Monroy Educational Institution. The information was obtained using various sources, based on bibliographic review techniques, focus groups and in-depth interviews. The data analysis process was carried out following the criteria of Hernández Sampieri. The conclusions reached by this study show that school teachers do not develop inclusive competencies and that, consequently, recurrent training of teachers in this area is necessary to achieve better care for children with SEN.