The Impact of
Attitudinal Barriers on the Inclusion of Students with Disabilities
Impacto de las
barreras actitudinales en la inclusión de estudiantes con discapacidad
Néstor Geovanny Díaz Torres1 , Juan Pablo Pardo Rodríguez2
Abstract
This study investigates the impact of attitudinal
barriers on the inclusion of students with disabilities in the sixth grade at
the Instituto Educativo Técnico Bellas Artes in Sogamoso, Boyacá. The objective
is to analyze how the attitudes of teachers, peers, and families affect the
educational process of these students. A qualitative methodology was employed,
using interviews, focus groups, and workshops. The results indicate that 57% of
students do not feel accepted by their peers and teachers, highlighting social
exclusion. Similarly, 71% of parents report that their children have been
diagnosed with a disability, underscoring the need for personalized pedagogical
strategies. The workshops held raised awareness about inclusion and
demonstrated that a collaborative approach is essential for creating an
equitable educational environment. In conclusion, the study emphasizes the
urgency of addressing attitudinal barriers and promoting inclusive practices,
ensuring that all students can access and fully participate in their education.
It is recommended to strengthen ongoing teacher training and establish policies
that promote inclusion in the classroom.
Keywords: educational inclusion, attitudinal barriers,
disability, pedagogical strategies, inclusive education.
Resumen
El estudio investiga el impacto de las barreras
actitudinales en la inclusión de estudiantes con discapacidad en el grado sexto
de la Institución Educativa Técnico Bellas Artes en Sogamoso, Boyacá. El
objetivo es analizar cómo las actitudes de docentes, compañeros y familias
afectan el proceso educativo de estos estudiantes. Se empleó una metodología
cualitativa, mediante entrevistas, grupos focales y talleres. Los resultados
indican que un 57% de los estudiantes no se siente querido por sus compañeros y
docentes, evidenciando la exclusión social. De la misma manera, el 71% de los
padres manifiesta que sus hijos tienen diagnósticos de discapacidad, resaltando
la necesidad de estrategias pedagógicas personalizadas. Los talleres realizados
promovieron la sensibilización sobre la inclusión y mostraron que un enfoque
colaborativo es fundamental para crear un ambiente educativo equitativo. En
conclusión, el estudio recalca la urgencia de abordar las barreras
actitudinales y fomentar prácticas inclusivas, asegurando que todos los
estudiantes puedan acceder y participar plenamente en su educación. Se
recomienda fortalecer la formación continua de docentes y establecer políticas
que favorezcan la inclusión en las aulas.
Palabras clave: inclusión educativa, barreras actitudinales,
discapacidad, estrategias pedagógicas, educación inclusiva.
Introduction
Educational inclusion has emerged as a crucial issue
in the Colombian educational context, especially as institutions face the
challenge of integrating students with disabilities into regular learning
environments, as stated by Stainback (2001), cited by Padrós-Tuneu (2009), who
asserts that it is “the process by which all children, regardless of
disability, race, or any other difference, the opportunity to remain part of
the regular class and to learn from their peers in the classroom” (p. 172),
while for Arnaiz (1996), cited by Pérez-Edo (2011), “it is an attitude, a
system of values and beliefs, not an action or a set of actions” (p. 11).
This research focused on analyzing the impact of
attitudinal barriers on the inclusion of students with disabilities in the
sixth grade at the Instituto Educativo Técnico Bellas Artes, located in
Sogamoso, Boyacá. This study was conducted in a context where barriers are not
solely physical or curricular but also involve social and emotional aspects
that affect these students’ educational experience. According to Correa-Vilca
(2024) and Guillén-Patiño (2021), “Attitudinal barriers interfere with the holistic
development of children, preventing the recognition of their unique
characteristics, which leads to exclusion.” Based on the above, the research
question formulated was: How do attitudinal barriers on the part of teachers,
peers, and families influence the inclusion of students with disabilities?
In this context, the general objective of the research
was to analyze the impact of attitudinal barriers on the inclusion and learning
processes of students with disabilities and learning difficulties in the sixth
grade at the Instituto Educativo Técnico Bellas Artes in Sogamoso, Boyacá,
because, according to Barton (2008), attitudinal barriers are those social and
cultural elements that act as obstacles, consisting of constructs and
interpretations (such as attitudes, behaviors, beliefs, and values, among others)
that can manifest in both people with and without disabilities, thereby
preventing them from participating in various activities on an equal footing.
To achieve the general objective, three specific
objectives were formulated: to identify the origin of attitudinal barriers on
the part of teachers in supporting students with learning difficulties and
disabilities at the Instituto Técnico Bellas Artes; to investigate the impact
of attitudinal barriers on the inclusion process at the Instituto Técnico
Bellas Artes Main Campus; and to create spaces for dialogue and reflection with
administrators, teachers, students, and parents regarding the exclusionary process
generated by attitudinal barriers in the support provided to students with
disabilities and learning difficulties, bearing in mind that, according to
Correa-Vilca (2024), negative attitudes on the part of teachers, parents, and
peers directly affect the educational opportunities of students with
disabilities.
This research arose from the need to analyze how
attitudinal barriers affect the inclusion and learning processes of students
with disabilities and learning difficulties, and how these barriers become the
greatest obstacle to their access to education. To overcome these barriers, it
is important to foster respect and strengthen values of equality for all
students and the contributions of different cultures, while providing support
to those with the greatest needs (Blanco-Guijarro, 2008).
The literature review addressed various relevant
studies in the fields of educational inclusion, disability, and attitudinal
barriers at the international, national, and local levels. At the international
level, the following was cited. At the national level, Córdoba-Gómez,
Solis-Rosero, & Ulchur-Mosquera (2023) were cited, who studied the
inclusion of people with disabilities in the workplace and educational
settings. Meanwhile, at the local level, authors such as Barrera- Barrera
(2017) were included, highlighting the need for teaching-and-learning
strategies that promote educational inclusion and the importance of having
specialized teachers.
The theoretical framework of the research was based on
three main categories: inclusion, disability, and learning difficulties. To
present this in a synthesized form, a conceptual map was developed, shown in
Figure 1, which provides an overview of the research’s theoretical foundation
and its main representatives
Figure1 .
Mapping of
the categories and subcategories of the theoretical framework.
Source: Prepared
by the author, 2024.
Methodology
For this project, a qualitative methodology with an
action research design was used to understand the phenomenon of attitudinal
barriers faced by students with learning disabilities and disabilities in the
context of educational inclusion. According to Creswell (1994), qualitative
research is an interpretive process that examines human or social problems,
which aligned with the study’s approach in seeking to understand the reality of
these students within their educational institution, the Instituto Técnico
Bellas Artes in Sogamoso, Boyacá.
The study population, according to Chávez (2007) in a
document published by Durán-Pabón et al. (2019), “is the universe of the
research study, to which the results are intended to be generalized, consisting
of characteristics or strata that allow the subjects to be distinguished from
one another.” For this study, the population consisted of sixth-grade students
at the Instituto Educativo Técnico Bellas Artes in Sogamoso, Boyacá, who have a
disability; of these, 5 have an intellectual disability, 8 have other
disorders, and 7 are in the process of being diagnosed, for a total of 20
students in the educational program.
Several procedures were carried out to conduct the
research: data collection using the developed instruments (interviews with
students and parents and a focus group questionnaire for teachers). According
to Sierra (1998), this instrument is “effective and highly accurate, as it is
grounded in human research,” allowing this study to identify teachers’ beliefs,
attitudes, and social perceptions regarding the process of educational
inclusion in supporting students with disabilities and learning difficulties.
The student interviews were conducted to learn more
about the strategies used by teachers in their classrooms and to determine
whether these strategies have been effective in the learning process of
students in educational inclusion. Meanwhile, the interviews with parents were
conducted to determine whether the student has a medical diagnosis of their
disability and to learn more about the characteristics or conditions of the
context surrounding each student in an inclusive education setting, since this
plays a very important role in their learning process.
A questionnaire was also developed for the focus group
of teachers, based on the assertion by Bertoldi, Fiorito, and Álvarez (2006)
that this is a technique for gathering information through the analysis of the
interaction process between the reflexivities present (researcher-informant).
The purpose of this instrument was to identify the advantages, disadvantages,
barriers, and challenges that the educational inclusion program “ ” has
generated, as perceived by teachers at the Institución Educativa Técnico Bellas
Artes in Sogamoso.
After collecting the information using the instruments
designed for that purpose, the results were tabulated, graphed, and
interpreted. Based on these findings, workshops were designed and implemented
for students, parents, and teachers, with the aim of helping to address, to
some extent, the deficiencies identified, for which a participatory and
reflective approach was adopted, since, according to Velázquez-Delgado et al.
(2012), the term “workshop” refers to a wide variety of educational activities
that are planned as part of the curriculum or within the context of vocational
training.
Through the participatory workshops designed, topics
such as diversity and empathy were addressed, with the aim of creating spaces
for dialogue and reflection among students, parents, and teachers. Thus,
Velázquez-Delgado et al. (2012) agree that workshops are effective tools for
promoting active learning and discussion about inclusion.
Data analysis was conducted using a combination of
statistical and qualitative methods. The qualitative analysis focused on the
interviews and workshops, allowing us to identify and categorize participants’
perceptions of inclusion and attitudinal barriers. In this regard, Chilman
(2023) emphasized the importance of a methodical analysis, which was carried
out to better understand the results obtained; and according to Ortega (2023),
data analysis is fundamental to the success of institutions today.
For their part, the workshops aimed at parents,
teachers, and students were analyzed using the qualitative technique of content
analysis, which is very useful in this context, as it is a method for analyzing
texts—whether written, recorded, painted, filmed, or in any other form
containing information—such as interview transcripts, speeches, observation
protocols, documents, and videos, which contain information that, when read and
interpreted correctly, provides a deeper understanding of various aspects and
phenomena of social life (Andréu-Abela, 2019).
Finally, ethical and safety considerations were
addressed in the research, given the importance of protecting participants in
the process—especially minors—by guaranteeing their anonymity and
confidentiality as stated by González-Capdevila et al. (2012). For this reason,
informed consent was requested from parents, ensuring that they understood the
study’s objectives and the participants’ rights. In this context, an atmosphere
of trust was fostered during data collection, and approval was obtained from the
institution’s president, ensuring compliance with relevant ethical and legal
regulations.
Results
The results were analyzed through three phases:
planning, implementation, and reflection or lessons learned.
Planning Phase
This phase was crucial to the research because it
involved analyzing each data collection instrument. This analysis described the
rationale behind each question in the interviews with students and parents, the
focus group questionnaire for teachers, and the workshop activities, justifying
their alignment with the categories and subcategories that formed the basis of
this study.
The student interviews focused on evaluating teaching
strategies and understanding student preferences. The questions addressed
aspects such as their grade level, perceptions of activities, teacher support,
and challenges in the classroom. The information obtained helps identify
specific barriers and needs in order to adapt pedagogical interventions.
Meanwhile, the interviews with parents were conducted
to understand the students’ diagnostic assessments and the family context. This
was achieved through questions that explored the parents’ educational level,
their children’s diagnostic assessments, the time dedicated to their education,
and their expectations regarding the educational process. The information
gathered helped to understand how the family context influences school
inclusion and to design adaptive strategies.
Furthermore, the focus group questionnaire for
teachers aimed to examine the barriers and challenges teachers face when
implementing inclusive education. The questions probed their prior training in
inclusion, available resources, perceptions of their role, and the difficulties
they encounter. The responses help identify training needs and the need for
additional resources.
The workshops are designed to raise awareness and
empower various educational stakeholders:
·
Workshop
for parents, “Building Inclusion from Home”: This workshop focused on raising
parents’ awareness of the importance of inclusion, encouraging them to reflect
on their beliefs, and committing to concrete actions to support their children.
·
Workshop
for students, “Together in Diversity”: This workshop promotes respect and
empathy toward classmates with disabilities, using interactive activities to
address attitudinal barriers and foster a personal commitment to inclusion.
·
Workshop
for teachers, “Transforming Attitudes in the Classroom”: This workshop focuses
on reflecting on teachers’ attitudes and providing concrete strategies to
overcome barriers to inclusive education. The goal is for teachers to feel
empowered to implement inclusive practices.
The planning phase established a set of flexible and
adaptive strategies to promote an inclusive educational environment, grounded
in collaboration among students, parents, and teachers. By addressing
attitudinal barriers and fostering a supportive environment, the goal was to
ensure that all students, regardless of their abilities, had the opportunity to
fully participate in their learning process.
Action Phase. In this phase, semi-structured
interviews were conducted with students and parents, and workshops were held
for students, parents, and teachers. The student interviews were designed to
explore the educational and emotional experiences of sixth-grade students in
the inclusion program. The responses revealed overall satisfaction but also
areas for improvement, such as the need for more teacher support and an
inclusive environment. Attitudinal barriers were discussed, and learning
preferences were identified, highlighting the importance of personalized
instruction.
Interviews with parents were conducted to learn about
the family context and perceptions of educational inclusion. Parents expressed
concern about their children’s diagnoses and their access to educational and
health s. An active commitment to their children’s education and a positive
perception of teacher training were identified.
In a focus group with teachers, teachers’ attitudes
and perceptions regarding inclusive education were explored. Barriers such as a
lack of training and resources, as well as excessive workloads, were
identified. Teachers expressed the need to transform their practices to foster
an inclusive environment.
Workshops were designed for students (“Together in
Diversity”), parents (“Building Inclusion from Home”), and teachers
(“Transforming Attitudes in the Classroom”), with the goal of raising awareness
and equipping each group to promote inclusion, overcome attitudinal barriers,
and foster a more equitable educational environment.
In summary, the “Act” phase focused on collecting
qualitative data and implementing strategies to improve educational inclusion,
addressing the attitudes, needs, and practices of all stakeholders involved.
Reflection or Learning Phase. The results obtained
highlighted the need for a comprehensive approach that involves all
stakeholders in the educational inclusion process, ensuring that every student
has the opportunity to fully participate in their learning process. The
strategies implemented and the commitments made during the workshops represent
a step toward building a more equitable and accessible educational environment
(see Table 1).
Table1 .
Reflection Phase or Lessons Learned.
|
Category
Objective |
Categories
and Subcategories |
Findings, learnings, or discoveries |
|
1. Raise awareness about the
importance of inclusion and integration of all students in educational and
social settings, reducing segregation and ensuring that the full
participation of all individuals is valued, regardless of their differences. |
Categories: Inclusion Subcategories: Educational inclusion Segregation Integration Attitudinal barriers |
Based on the results obtained, it
is confirmed that attitudinal barriers are one of the main obstacles to
effective inclusion. According to Correa-Vilca (2024), these negative
attitudes on the part of teachers, parents, and peers profoundly affect the
educational opportunities for students with disabilities. This finding is
evident in the interviews with students, in which 57% of them reported not
feeling accepted by their peers and teachers, suggesting a perception of
social exclusion in the school environment. Furthermore, research has shown
that integration and social inclusion are essential to ensuring the full
participation of all students. Fitoussi and Rosanvallon (2010), cited by
Mascareño and Carvajal (2015), argue that compensatory inclusion seeks to restore
conditions of equality—a principle that aligns with the students’ experiences
in the “Together in Diversity” workshop, where empathy and respect for
differences were promoted. The creation of an inclusion mural during this
workshop allowed students to express their perspectives on diversity and
build a collective commitment to a more inclusive school environment. Segregation. Segregation also emerges as a key
finding. According to Rodríguez (2001), cited by Valenzuela, Bellei, and De
los Ríos (2010), the separation of students with disabilities into specific
environments limits their interaction with their peers, thereby reinforcing
stigmatization. In the interviews, students stated that the lack of inclusive
activities and limited interaction with their peers without disabilities
contribute to the perpetuation of segregation. This phenomenon is reflected
in the perceptions of parents, who, despite their willingness to get
involved, often feel powerless in the face of the structural barriers their
children face. Attitudinal barriers. Attitudinal barriers have been
identified as a significant impediment to educational inclusion. Negative
perceptions of disability and a lack of understanding of the needs of
students with disabilities are reflected in resistance to making reasonable
accommodations in the classroom. This aligns with the opinions of teachers in
the focus group, where 86% considered teaching students with special
educational needs to be a challenge due to a lack of specific training. The workshop for parents,
“Building Inclusion from Home ,” also highlighted the need to raise families’
awareness of their beliefs and perceptions, as these directly influence the
support they provide to their children. The theory presented on attitudinal
barriers during this workshop was essential in helping parents recognize
their role in promoting inclusion and commit to adopting more positive
attitudes toward diversity. In summary, the findings related
to Objective 1 underscore the importance of addressing attitudinal barriers
and dynamics of segregation, while promoting an inclusive educational
environment that values diversity and ensures the full participation of all
students. |
|
2. To learn about specific
resources and supports that address the needs of students with disabilities,
including intellectual and hearing disabilities, through the implementation
of pedagogical and strategies and the design of individualized plans that
promote their autonomy, development, and well-being. |
Categories: Disability Subcategories: Specific Support Needs Intellectual Disability Hearing Impairment PIAR Design |
Specific Support Needs. Findings regarding specific
support needs for students with disabilities reveal that a high percentage of
parents (71%) report that their children have medical diagnoses related to
disabilities, such as mild autism and dyslalia. This indicates the presence
of speech and communication difficulties, highlighting the need to implement
appropriate pedagogical strategies. According to Moreno- Fergusson et al.
(2006), addressing these needs is essential to ensuring effective inclusion
in the educational setting. This finding is supported by the American
Psychiatric Association (2000), cited by Navas-Macho et al. (2017), which
emphasizes the importance of making specific accommodations for each student,
thereby ensuring their holistic development and well-being. Intellectual disability. With regard to intellectual
disability, students with severe disabilities require extensive supports that
must be considered in educational planning. The WHO (1992) and Schalock et
al. (2007) emphasize that an adequate understanding of these disabilities
enables teachers to design more effective interventions. An important finding
is that teachers recognize the need for ongoing professional development to
adequately address the characteristics and needs of these students, as
evidenced in the focus group, where 86% of teachers reported feeling that
teaching students with disabilities represents a significant challenge. This
perception aligns with the proposal by Ke & Liu (2017), who emphasize the
need to adopt a flexible and adapted educational approach. Hearing impairment. The study also found that hearing
impairment is a significant concern within the educational context. According
to Piaget (1991) and Raigosa-Díaz (2022), support for students with hearing
impairments should include not only classroom accommodations but also a focus
on effective communication. The lack of adequate instructional resources,
such as assistive technology, was cited by 71% of the teachers in the focus
group. This suggests that training in the use of specific tools for teaching
students with hearing impairments is an area that requires attention, as
indicated by Piaget’s theory of cognitive development. PIAR Design. The design of the Individual
Attention and Resources Plan (PIAR) has been identified as a key tool for
addressing the specific needs of students with disabilities. According to
Ávila-Garzón and Rosas-Cardozo (2021), a well-structured PIAR enables teachers
to implement personalized strategies that foster students’ autonomy and
holistic development. This approach is essential to ensuring that each
student receives the necessary support, as 100% of the parents surveyed
stated that their children have access to the necessary intervention
services. In summary, the study’s findings
highlight the need for a more targeted focus on the specific needs of
students with disabilities, demonstrating that both teachers and parents
share the responsibility for fostering an inclusive educational environment.
Teacher training, the implementation of appropriate IEPs, and the use of
specific technologies are fundamental to improving the quality of education
and the well-being of these students. The literature reviewed and the responses
obtained from the interviews and focus group agree that the inclusive
approach must be a priority in current educational policies, as suggested by
authors such as Moreno-Fergusson et al. (2006) and the WHO (2001). |
|
3. Identify and address learning
difficulties through the development of personalized educational
interventions that provide support strategies for students with ADHD, ASD,
dyslexia, dyscalculia, and other specific difficulties, thereby improving
their educational experience. |
Categories: Learning Disabilities Authors: Ainscow
(1999); Booth (2000); Booth and Ainscow (2002), Salgado and Espinosa (2008),
Ramírez-Sánchez (2011), Roselli et al. (1992), Zaidat and Lerner (2003),
Escamilla (2004). Subcategories: General Difficulties. ADHD, ASD, intellectual
disability, severe hearing impairments, and impairments in psychomotor
skills. Specific Difficulties (dysphasia, dyslexia,
dysorthography, dyscalculia, disorders of visual perception, memory, motor
skills, information decoding, and executive functions). |
Regarding the subcategory of
general difficulties, several students reported experiencing challenges in
the classroom, particularly in areas such as mathematics and oral
presentations. According to Pérez-Vallejo (2010),
these difficulties may be associated with disorders such as ADHD and ASD, as
evidenced by the responses of students who mentioned that teacher support
varies, suggesting the need for more individualized attention. This perception
is supported by Ainscow (1999), who argues that teachers must adapt their
methods to adequately serve all students, especially those with specific
needs. This finding highlights the urgency of implementing strategies that
take individual learning differences into account. Specific learning difficulties. Problems such as dyslexia and
dyscalculia were identified. According to the U.S. Department of Education
(2006) and Lyon et al. (2003), these difficulties require differentiated
instructional approaches and personalized teaching. Students indicated that more
practical and participatory activities could improve their learning, which
aligns with the idea that teaching should be tailored to individual needs
(Bravo-Valdivieso et al., 2009). This suggests that it is essential to develop
individualized intervention plans (PIAR) that effectively address these
difficulties. Learning difficulties associated
with behavioral problems. A significant number of students also reported difficulties with
social interaction and participation in group activities, which may be linked
to behavioral problems associated with ADHD (Salgado and Espinosa, 2008). A
lack of social skills and fear of peer evaluation emerge as significant
barriers to their participation, confirming the need for interventions that
address not only academic difficulties but also social and emotional skills
(Booth and Ainscow, 2002). The findings are based on
semi-structured interviews with students and parents, as well as a focus
group with teachers. These methods provided a deep understanding of the
dynamics and perceptions surrounding educational inclusion and learning
difficulties. The theoretical framework of this
research is grounded in educational inclusion and attitudinal barriers, as
proposed by authors such as Ainscow (1999) and Booth and Ainscow (2002). Both
emphasize the importance of understanding learning difficulties not only as
individual deficits but also as the result of interactions within contexts
that may be more or less inclusive. Overall, the findings highlight
the need to develop personalized educational interventions that not only
focus on academic difficulties but also address the social and emotional
barriers faced by students with learning difficulties. This involves ongoing
training for teachers in inclusive strategies and the design of
Individualized Educational Programs (IEPs) tailored to each student’s
individual needs, ensuring their participation and success in the educational
setting. |
Source: Prepared by the author, 2024.
The findings of the research conducted at the
Institución Educativa Técnico Bellas Artes in Sogamoso provided a clear picture
of educational inclusion and the support needs of students with disabilities
and learning difficulties. Regarding the first objective, attitudinal barriers
were identified as a critical obstacle; Correa-Vilca (2024) highlighted that
the negative attitudes of teachers, parents, and peers directly impacted these
students’ educational opportunities. The interviews revealed that 57% of the
students did not feel loved, suggesting a perception of social exclusion, in
line with Ainscow (1999), who advocated for the adaptation of teaching methods.
Furthermore, the creation of an inclusion mural during
the “Together in Diversity” workshop demonstrated how to foster an environment
of empathy. Fitoussi and Rosanvallon (2010) argued that compensatory inclusion
seeks to restore equality, as reflected in students’ commitment to a more
inclusive environment. This approach not only benefited those with disabilities
but also enriched everyone’s learning by fostering diversity and acceptance.
Segregation also emerged as a key finding. Rodríguez
(2001) and Valenzuela, Bellei, and De los Ríos (2010) concluded that separating
students with disabilities limited their interaction with their peers, thereby
perpetuating stigmatization. Students reported that the lack of inclusive
activities contributed to this segregation, highlighting the need to design
activities that fostered collaboration among all students, regardless of their
abilities.
Parents’ perceptions revealed their sense of
powerlessness in the face of structural barriers, indicating that inclusion was
both an educational responsibility and a matter of social policy. Parental
involvement was considered crucial for creating a supportive environment that
would facilitate effective inclusion.
Regarding the second objective, the findings
underscored the importance of implementing appropriate pedagogical strategies
for students with disabilities. Seventy-one percent of parents reported that
their children had medical diagnoses, indicating the need for personalized
interventions. Moreno-Fergusson et al. (2006) asserted that focusing on these
needs is vital for effective inclusion. Likewise, the American Psychiatric
Association (2000) emphasized the importance of making specific accommodations,
which was consistent with the 100% of parents who confirmed that their children
had access to intervention services.
The design of the Individual Care and Resource Plan
(PIAR) was identified as a key tool; as Ávila-Garzón and Rosas-Cardozo (2021)
noted that a well-structured PIAR enables teachers to implement personalized
strategies that foster students’ autonomy and holistic development, especially
in the context of intellectual and hearing disabilities, where teacher training
and instructional resources are essential.
Finally, findings on learning difficulties revealed
that students faced significant challenges, particularly in areas such as
mathematics and oral communication. Pérez-Vallejo (2010) noted that these
difficulties could be associated with disorders such as ADHD and ASD. This
finding underscored the need for individualized attention—as supported by
Ainscow (1999)—and the implementation of personalized interventions to address
the social and emotional barriers faced by these students.
In summary, the research highlighted the need to
address attitudinal barriers and dynamics of segregation in the educational
context to ensure the inclusion of all students. The implementation of
appropriate pedagogical strategies, the design of personalized Individualized
Education Programs (IEPs), and ongoing teacher training proved essential for
meeting the specific needs of students with disabilities and learning
difficulties. The literature reviewed reinforced the need for an inclusive
approach in current educational policies, promoting an environment that values
diversity and ensures the full participation of all. Likewise, collaboration
among teachers, parents, and the community was considered essential to creating
an inclusive educational environment that benefits everyone (see Figure 2).
Figure2 .
Tree
of findings.
Source: Author’s own work, 2024.
Conclusions
This research provided an in-depth examination of the
issue of educational inclusion and the challenges faced by students with
disabilities and learning difficulties. Through data collection and analysis of
the perceptions of students, parents, and teachers, important findings were
identified that highlight both current barriers and opportunities to improve
inclusion in educational settings.
In line with the first objective, it was evident that
attitudinal barriers—such as negative perceptions of disabilities—are a
critical obstacle to inclusion. Interviews with students highlighted the need
to foster empathetic and respectful attitudes toward diversity. Furthermore,
the “Together in Diversity” workshop proved to be an effective space for
promoting integration and empathy.
Through workshops and activities, a shift in the
perceptions of parents and teachers was fostered, highlighting the need to
adopt more positive attitudes toward diversity. These results not only fulfill
the initial objective but also contribute to lines of research on continuing
teacher education and family involvement in inclusive processes. Creating
spaces for reflection and dialogue has proven to be an effective strategy for
addressing these issues, opening new avenues for future research in the field
of educational inclusion.
Regarding the second objective, the findings
highlighted the urgency of implementing pedagogical strategies tailored to the
needs of students with disabilities; for example, the creation of
Individualized Attention and Resource Plans (PIAR), teacher training, and the
use of assistive technologies are essential to adequately support these
students and improve their educational experience.
The analysis of the third objective confirmed that
learning difficulties, such as ADHD and dyslexia, require personalized
interventions. The development of strategies that address both academic
difficulties and social skills has been identified as a pressing need. Ongoing
teacher training in inclusive strategies is important to ensure that all
students can participate and succeed in their education. However, it is worth
noting that the majority of teachers—approximately 50% of those surveyed—are
over the age of 60, which significantly influences the students’ educational
process, as these teachers are already retired, yet they continue to work and
are not fully committed to the institution; they are not motivated to continue
their professional development and find it burdensome to have to plan lessons
twice.
Workshops
aimed at parents and teachers made it possible to identify specific needs and
develop personalized strategies to support students with disabilities.
According to the data collected, 100% of the parents surveyed stated that their
children have access to intervention services, which suggests an improvement in
the provision of special education services. The production of educational
materials and resources for teacher training represents a notable advance in
the implementation of inclusive practices in the classroom. The research has
highlighted the importance of an inclusive approach to education, emphasizing
the need to continue working on raising awareness, designing personalized
interventions, and removing barriers that limit the full participation of all
students in educational settings.
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