Estrategias de enseñanza inclusiva para potenciar los aprendizajes significativos en estudiantes de la Unidad Educativa "José Peralta" de primer año de Bachillerato General Unificado

Abstract

The purpose of this research was to propose teaching strategies that promote inclusion and lead to significant learning in first-year high school students at the "José Peralta" educational institution. To achieve this objective, a qualitative study was carried out that involved interviewing ten teachers and ten students, in addition to the use of observation sheets in the classroom. The results revealed that although there are some inclusive strategies implemented by teachers, they are not applied uniformly and systematically. The study identified the need to strengthen both the theoretical support and the training of teachers in terms of inclusive strategies and meaningful learning. The relevance of promoting student participation and valuing diversity as fundamental factors for the achievement of meaningful learning was highlighted. Based on the findings obtained, a guide to inclusive teaching strategies was developed that aims to provide teachers with practical tools and guidance to promote inclusion and meaningful learning in the classroom. This guide was evaluated by experts in inclusive education, who offered feedback and suggestions for its improvement. In conclusion, the importance of promoting inclusive teaching and meaningful learning in the "José Peralta" educational institution is emphasized. To achieve this, it is recommended to strengthen teacher training in terms of inclusive strategies, as well as encourage student participation and celebrate diversity within the classroom.