Fortalecimiento de competencias inclusivas en docentes para eliminar barreras metodológicas en la enseñanza y aprendizaje de niños con discapacidad intelectual de primer año de Educación General Básica

Abstract

The inclusive competences of teachers are a highly topical and important issue in order to move towards the change of teaching methodologies currently used. The research deals with this topic and aims at proposing a methodological instructive for the development of inclusive competences of teachers in the care of children with mild intellectual disabilities in General Basic Education. The methodology used was descriptive - observational and cross-sectional, which allowed contextualizing the research problem and the variables analyzed, in which 76 teachers from four educational institutions in the city of Azogues participated, to whom a Likert scale questionnaire was applied. The main results show that 71% of the teachers have experience in educational inclusion; however, only 38% implement some inclusion methodology in the classroom, which laid the groundwork for the development of a methodological instruction for the development of inclusive competencies of teachers in the care of children with mild intellectual disabilities in GBS; the same that was evaluated by 5 teachers in the branch, where 80% said that the proposal is adequate to the problem it seeks to address and 20% that it requires minimal adjustments. In conclusion, the strengthening of inclusive competencies in teachers will improve the education of children, especially those with mild intellectual disabilities.