The Inclusive Teacher: Strategies for
Integrating Students with Disabilities into the Classroom
El Docente
Inclusivo: Estrategias para Integrar Estudiantes con Discapacidad en el Aula
Yeimi
lorena Martínez Castaño
Master in Education, Corporación Universitaria
Iberoamericana,. Bogotá Colombia, ymart137@estudiante.ibero.edu.co,
https://orcid.org/0009-0004-8304-6959
Yecenia
Stefanith Puerto Naranjo
Master in Education, Corporación Universitaria
Iberoamericana, Bogotá Colombia, ypuerton@estudiante.ibero.edu.co,
https://orcid.org/0009-0001-4359-3761
Jorge Luis Echeverry González
Master's
Degree in Education, Corporación Universitaria Iberoamericana, Bogotá Colombia, jecheve3@estudiante.ibero.edu.co,
https://orcid.org/0009-0002-4148-6089
...........................................
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ABSTRACT
Educational inclusion is a crucial challenge in
the contemporary school environment, which seeks to integrate students with
disabilities in regular classrooms. This study aimed to develop and evaluate a
pedagogical strategy that facilitates the effective inclusion of these students
at the Restrepo Millán Educational Institution in Bogotá, Colombia. As
materials, it adopted a qualitative, action research approach, using structured
interviews and direct classroom observations, involving six teachers who work with
students with disabilities. The results indicate that, although teachers have
basic knowledge about inclusion, there is a significant gap between theory and
practice. For its part, the strategy called "The Learning Corner"
proved to be effective, as it fostered an inclusive environment and improved
interactions among students. These findings suggest that continuous training is
essential to strengthen teachers' competencies in inclusion. Finally, it
concludes and highlights the importance of implementing adapted pedagogical
strategies that address the specific needs of students with disabilities, as
well as the need for ongoing training for teachers, thus ensuring quality
inclusive education in local and particular contexts.
RESUMEN
La inclusión educativa es un desafío crucial en
el ámbito escolar contemporáneo, donde se busca integrar a estudiantes con
discapacidad en aulas regulares. Este estudio tuvo como objetivo desarrollar y
evaluar una estrategia pedagógica que facilite la inclusión efectiva de estos
estudiantes en la Institución Educativa Restrepo Millán de Bogotá, Colombia.
Como materiales, adoptó un enfoque cualitativo, de tipo investigación acción,
se utilizó entrevistas estructuradas y observaciones directas en el aula, involucrando
a seis docentes que trabajan con estudiantes con discapacidad. Los resultados
indican que, aunque los docentes poseen un conocimiento básico sobre la
inclusión, existe una brecha significativa entre la teoría y la práctica. Por
su parte, la estrategia denominada "El rincón del aprendizaje"
demostró ser efectiva, ya que fomentó un entorno inclusivo y mejoró las
interacciones entre los estudiantes. Estos hallazgos sugieren que la
capacitación continua es esencial para fortalecer las competencias docentes en
inclusión. Finalmente, se concluye y resalta la importancia de implementar
estrategias pedagógicas adaptadas que aborden las necesidades específicas de
los estudiantes con discapacidad, así como la necesidad de formación constante
para los docentes, garantizando así una educación inclusiva de calidad en
contextos locales y particulares.
Palabras clave: Métodos de enseñanza, Experiencia docente,
Educación especial, Base de conocimientos para la enseñanza y Adaptación de medios
Introduction
Educational inclusion has become a fundamental pillar in the search for an
equitable and accessible education for all students, regardless of their
abilities. This approach not only promotes diversity in the classroom but also
ensures that all students have the opportunity to participate and learn in an
environment that respects their individual needs. Inclusion is aligned with
Sustainable Development Goal (SDG) 4, which seeks to ensure inclusive,
equitable and quality education and promote lifelong learning opportunities for
all (United Nations, 2015). In this sense, despite efforts by governments and
regulatory and public policy advances that promote inclusion, problems persist
in educational inclusion.
In this challenging context, a group of teachers developed in Bogota, at
the Restrepo Millán Educational Institution, a reflection on their educational
work, who face the challenge of integrating students with special educational
needs, and also face significant challenges in the implementation of effective
inclusive practices. Among the factors of failure in educational inclusion they
face are the lack of specific training, limited resources and low awareness of
functional diversity, which constitute barriers that hinder the inclusion
process in regular classrooms. This led to the question: How could develop a
pedagogical strategy in inclusive education that would facilitate the teaching
of students with disabilities? This question was crucial, since it allowed
focusing the study on the search for concrete solutions that could be
implemented in the classroom, considering the diversity of needs presented by
students with disabilities.
Having mentioned the above, the proposal to implement the strategy
"The Learning Corner" is presented, which allows not only to address
these barriers, but also to create a learning environment that fosters
collaboration and positive interaction among all students. The relevance of
this research lies in its potential to contribute to the improvement of
educational practices and offer concrete solutions to the challenges faced by
teachers in the classroom in this educational institution, this in harmony with
what is proposed by Lizcano et al., (2022) who point out that historical
progress in inclusion begins with small groups of people interested in
improving education.
Similarly, with the publication of this study, it is possible to propose a
favorable strategy that can guide teaching practice in other educational
scenarios and project the formulation of inclusive educational policies. In
turn, by documenting and evaluating the effectiveness of the proposed strategy,
this work enriches the database of the available scientific literature on
educational inclusion and contributes to the international collective effort in
the search for the fulfillment of the SDGs, in this particular case goal 4 of
inclusive and quality education, since, according to Marchesi et al. (2021),
the literature on inclusion supports the theory and leads to transform
educational practice.
On the other hand, the objective of the research was to develop a
pedagogical strategy in inclusive education for teaching in elementary school
at the Restrepo Millán Educational Institution, to achieve this purpose, we
first sought to recognize the components of teaching in elementary school based
on inclusive education, integrating the strategic and pedagogical elements in
the classroom; then to implement a pedagogical strategy for teachers that
allows students with disabilities to have accessibility, permanence and success
in the teaching-learning process; and to evaluate the pedagogical strategy in
inclusive education for primary school teaching.
Regarding the research topic, educational inclusion has been the subject of
worldwide attention, especially in the context of human rights and equity in
education. At the international level, UNESCO has promoted inclusion as a
fundamental principle in education, emphasizing that all students have the
right to participate fully in the educational process, regardless of their
abilities (UNESCO, 2017). This approach was consolidated with the adoption of
the 2030 Agenda for Sustainable Development, where the Fourth Sustainable
Development Goal (SDG) establishes the need to ensure inclusive, equitable and
quality education for all (United Nations, 2015). However, despite these
guidelines, many countries still face significant challenges in implementing
effective inclusive policies.
At the international level, Porra and Galí (2020)
identify deficiencies in teacher training in Cuba that affect inclusion,
suggesting the need to establish achievable goals to improve attention to
diversity. On the other hand, in Spain, Domingo (2021) highlights that
inclusive education faces significant challenges, pointing out that teacher
training is insufficient and that academicist and traditional professionalism
limits critical awareness and perpetuates stereotypes. Arnaiz et al. (2021)
emphasize the urgency of improving teacher training in Spain, revealing that
many lack preparation to respond to special educational needs. Finally,
Carrillo and García (2024) address the organizational management of the
inclusive classroom, questioning the figure of the teacher and the need for
intervention outside the classroom.
In the Latin American context, the situation is similar. Several studies
have documented the deficiencies in teacher training and the lack of resources
to serve students with special educational needs (SEN). Chiqui and Ureta (2019)
conclude that teacher training should focus on developing competencies that
facilitate learning for all students. Rojas et al. (2020) analyze the inclusion
policy in Ecuador, identifying gaps in the attention to special educational
needs due to conceptual deficiencies and lack of knowledge about inclusive
curriculum. Castillo (2021) proposes a competency profile for teachers in
Chile, suggesting curricular modifications to improve training. Finally,
Machado et al. (2024) emphasize the need for a diversified and cooperative
approach in inclusive education.
In the Colombian scenario, inclusive education has been supported by
various regulations, including Law 1618 of 2013, which establishes provisions
to guarantee the full exercise of the rights of persons with disabilities. The
Ministry of National Education (2017) has developed Decree 1421, which
regulates attention to students with disabilities in the education system, but
its effective implementation remains a challenge. However, Zapata et al. (2019)
find that the use of the DUA and PIAR is limited in regular classrooms,
creating a gap between regulations and practice. Marulanda and Sánchez (2021)
propose a formative model for teachers, emphasizing that the special condition
should not limit learning expectations. Guerrero et al. (2022) emphasize that,
despite constitutional advances, there is still little teacher preparation in
inclusive education. Finally, Pérez et al. (2024) stress the importance of
educators being updated in inclusive regulations. This finding highlights the
urgency of implementing teacher training programs that address these
deficiencies and promote effective inclusive practices.
Regarding the city of Bogotá, Martínez (2023) identifies exclusions towards
students with functional diversity and communication barriers. Pinzón and
Camelo (2024) highlight the need to redefine the concept of inclusion in
schools. Vargas et al. (2024) suggest a critical analysis on how to improve the
inclusive environment in five educational institutions. Finally, Silva (2024)
concludes that resistance to change in traditional practices limits the
effectiveness of inclusive pedagogical strategies.
In summary, the international, Latin American, Colombian and Bogota
background reveals a complex panorama regarding educational inclusion. Despite
regulatory and public policy advances, significant barriers persist that limit
the effective implementation of inclusive practices. Continuous teacher
training and the creation of learning strategies adapted to the specific needs
of students are essential to overcome these challenges and ensure that
everyone, including those with disabilities, can fully participate in the
educational process.
On the other hand, as theoretical references for the categories that allow
the construction of an inclusive pedagogical strategy, the Montessori model and
Paulo Freire's (1970) pedagogy of hope are presented. The Montessori model has
been widely recognized for its approach to inclusive education, emphasizing the
importance of adapting the learning environment to the individual needs of each
student. This approach is based on the premise that each child has a unique
learning pace and style, which demands flexibility in educational methodology.
The implementation of this model allows educators to design learning spaces
that foster autonomy and self-regulation. In this way, students, including
those with disabilities, can be effectively integrated into the classroom,
developing skills that allow them to actively participate in their educational
process (Gonzalez, 2010).
For its part, Paulo Freire's (1970) pedagogy of hope has significantly
influenced the way inclusive education is perceived. Freire argues that
education should be an act of liberation and empowerment, where students become
active subjects of their learning. This perspective highlights the need to
foster a culture of respect and acceptance in the classroom, where diversity is
valued as an enriching resource rather than an obstacle. Freire advocates an
education that promotes dialogue and critical reflection, allowing students to
question and transform their reality. In this sense, the pedagogy of hope not
only seeks inclusion from a technical perspective, but also invites social
transformation, which according to Vásquez et al (2024) leads to the recognition
and respect for the dignity of all students under the protection of
constitutional rights.
Both approaches, Montessori and the pedagogy of hope, offer a robust
theoretical framework that guides the implementation of inclusive pedagogical
strategies in elementary school education, according to Cuaical
(2025), it is possible to promote investigative spaces from teachers' actions
and their work is empowered. By integrating these models, an educational
environment is created that not only responds to the individual needs of
students, but also fosters an inclusive and supportive school community, where
each student has the opportunity to reach his or her full potential in an
equitable and respectful learning space.
Materials and methods
This research used a qualitative Action Research methodology, which,
according to Lewin (cited in Restrepo, 2005), is characterized as a reflexive
and social practice in which theory and practice interact in order to generate
significant transformations in the studied reality.
The research was conducted in an educational institution in the Department
of Cundinamarca in a locality of the city of Bogotá Capital District -
Colombia, which has four sites: two of high school and two of elementary school
of which we focused on the headquarters C of elementary school, which has 276
students; of this population we only took into account students with
disabilities from transition grade to fourth grade in the morning and of which
the population under study are 6 teachers who are in charge of students with
such need; the research was focused from a structured interview applied to
teachers of elementary school with students with disabilities, a virtual survey
of 15 questions addressed to the teacher focus group and direct observation of
teachers.
The interviews allowed obtaining detailed information on pedagogical
practices, while the surveys facilitated the collection of opinions on
educational inclusion. In addition, a focus group was formed with the
participating teachers to promote collective reflection on their experiences.
Data analysis was carried out using three main techniques: content
analysis, data triangulation, and coding and categorization.
These techniques, as pointed out by Hernández-Sampieri (2014) and Gibbs
(2012), allow us to delve deeper into the participants' experiences and
generate meaningful interpretations that enrich the research process.
Subsequent to this process, the pedagogical strategy in inclusive education
for teaching in elementary school was designed, which allowed teachers to have
a basis for working with inclusive students and confirmed its relevance for
this population.
The research adheres to fundamental ethical principles where consent was
obtained from all participants, explaining the objectives and scope of the
study, Confidentiality in which the protection of the identity of the
participants and the confidentiality of the information provided was
guaranteed, Beneficence: The research sought to directly benefit the
educational community, promoting more effective inclusive practices, Respect
for diversity: The diversity of the participants was recognized and valued, avoiding
any form of discrimination, Scientific integrity: A high ethical standard was
maintained at all stages of the research process.
These ethical principles were based on the recommendations of (Noreña,
2012) who emphasize that "the ethical criteria of a
qualitative research should respond to the reflection that the
researcher should make about the effects, the scope, the consequences, the
relationships established with the subjects involved in the study and the way
in which the results are written and disseminated" (p. 265).
Results
It was evidenced that at a general level teachers have a previous knowledge
about disability and inclusion in the classroom, however, it also allowed
observing that there is a gap between theory and practice, since although there
is some knowledge, it is not fully implemented in the classroom for this
population.
It is worth noting in this question that 66.7% recognize that the
shortcomings in inclusive education are not only due to external factors such
as structural barriers, but also to internal factors such as the lack of
training in inclusion, which represents not only curricular barriers, but also
attitudinal barriers.
The question asked in this item shows the diversity of thoughts, concepts
and definitions that teachers have regarding inclusive education, and although
in one way or another the answers they gave have something to do with this
topic (50%), there is not enough clarity or knowledge; their perceptions are
limited in relation to all that inclusive education implies, which leads to a
conceptual deficiency that could generate an obstacle or learning barrier by
not being clear about this concept.
In this aspect, it can be analyzed that although teacher training in
inclusive education and attention to diversity is fundamental to guarantee
equitable and quality teaching, some teachers have assumed this challenge with
commitment, training continuously to update their pedagogical practices and
apply strategies that respond to the needs of all students, especially those
with disabilities, there is still a group (33.3%) that has not received
training in this area. This lack of preparation represents an attitudinal and
curricular barrier that limits learning opportunities, having then as a
challenge the permanent qualification.
A pedagogical strategy was designed that allows teachers to have more tools
to generate an innovative, real, inclusive education where they can break the
line between theory and practice as two different concepts and become
integrated in their daily teaching work called: "The learning
corner".
Table 1. Corners
|
Title |
THE
LEARNING CORNER |
|
Objective: |
To design a pedagogical proposal that
enables the transformation of pedagogical practices in the classroom with the
disability population in an inclusive and diverse environment. |
|
Introduction |
This pedagogical proposal arises from
the need to adequately integrate students with disabilities in the regular
classroom; For this purpose, a pedagogical strategy is designed to facilitate
an articulated work of co-responsibility where significant learning is
achieved, since it is increasingly common that students with disabilities
arrive to regular classrooms, the challenge for the educational community is
to be prepared and respond to their needs, ensuring a comprehensive,
equitable and high quality education that provides an inclusive education
without exception for all, which can be incorporated into the Institutional
Educational Project (PEI). |
|
Problem Statement |
Education in Colombia generates great
challenges for teachers on a daily basis; one of the most transcendental at
this moment is the inclusion of students with disabilities in regular
classrooms. The Restrepo Millán school is no stranger to this situation,
which represents a challenge for its teaching staff in the school
environment, since teachers do not have the necessary specific training,
tools or pedagogical strategies that fully address the diversity presented in
their classrooms, therefore, it is necessary to generate a pedagogical
proposal that responds a little to this challenge, providing viable
methodological and ludic pedagogical alternatives to be applied in the
classroom to successfully achieve the teaching-learning processes of this
community. |
|
Justification |
At present, educational institutions
face the challenge of linking and keeping children with disabilities,
therefore, strategies must be created to enable the participation of all
students in an inclusive environment, which responds to public policies and
guarantees the right to education for all. Each human being as a unique and
unrepeatable person presents particularities in his or her way of learning
and understanding the world, children who present a more accentuated
particularity in their learning pace, in their interaction with the social
environment or in their way of acquiring learning require a more assertive
support from the family, the school and the social sphere in general.
Therefore, it is important not only to take into account that the student
learns but also the methods, strategies and tools of accompaniment of the
different agents involved in the learning construct of the individual and
their forms of evaluation; likewise the teacher must be sufficiently prepared
to develop within the classroom, meaningful learning that link the student
according to their needs to an inclusive education and that have the
possibility to develop their thinking and be guarantors of rights. |
|
Methodology |
For the development of this
pedagogical proposal, two phases are proposed: the first one focused on
teachers where they will raise awareness and strengthen competencies focused
on disability and inclusion in the classroom with concrete, specific and permanent
training on topics such as types of disability, regulations, methodologies
and pedagogical strategies to implement in the classrooms where the
population with disabilities is found, for this purpose, spaces will be taken
from the weeks or pedagogical meetings that the Educational Institution has.
The second phase of the proposal will be implemented directly in the
classrooms where it is intended to create once a month a space called
"EL RINCON DEL APRENDIZAJE" (THE LEARNING CORNER), where on this
day the class time will be cut by 5 minutes, This time saved (one hour) will
be used at the end of the classes according to the classroom schedule and the
space will be opened to conduct different workshops with students where both
traditional and innovative methodologies will be used, in order to strengthen
the school skills of children and at the same time create a diverse and
inclusive environment, within them can be implemented or strengthen
cooperative learning. Development of critical thinking, game-based
methodologies, personalized teaching (in the case of children with
disabilities, PIAR follow-up), autonomous learning, laboratory practices,
daily problem solving, among others. |
|
Planning |
First phase for teachers, training workshop on
disability and inclusion in the classroom and disability awareness. Workshop 1 "Conversation among teachers towards effective
inclusion in the classroom". Objective Conduct
a discussion with teachers on teaching and learning processes in the
classroom for students with disabilities. Methodology The
discussion began with a guiding question: "Do I consider myself an
inclusive teacher, why? We brainstormed, collected perceptions and gave way
to another question, "Are the strategies I have used effective for the
teaching and learning process? At the end, concepts about inclusion and
pedagogical strategies are explained and concepts are given, doubts and
concerns are clarified in relation to what was seen in this first approach . Finally,
teachers are invited to evaluate and analyze themselves based on their own
experience, and will be given a sheet with a satisfaction survey with 5
questions about the workshop.
Workshop 2 Training,
Disability and Inclusion from PIAR and DUA
Methodology Teachers will be welcomed,
a survey will be made on what they understand by disability and inclusion
from their role as teachers and basic concepts of Individual Plan of
Reasonable Adjustments (PIAR) and Universal Design for Learning (DUA) will be
given. From the explanation, a collaborative conceptual construction will be
made that allows the teacher to have more tools that can be applied in the
approach to content. At the end of each session, a
satisfaction survey will be conducted.
Time 45 minutes Resources Video beam, classroom and
chairs, handouts and pens.
workshop 3 sensitization ·
Physical
disability session ·
Hearing
disability session ·
Session,
visual disability ·
Deafblindness
session ·
Intellectual disability session ·
Session psychosocial disability (mental) ·
Multiple disabilities session. Second
phase For the primary grades that have in
the regular classroom students with disabilities one day a month will be held
workshops entitled the learning corner, which will be focused according to
skills, tastes, skills, motivations and needs that are presented, the
workshops would have a duration of 45 minutes, among the topics to be
addressed will be: ·
Creative
writing ·
Painting ·
Art ·
Music ·
Entrepreneurship ·
Logical-mathematical |
|
Resources |
.
Human Resources. ·
Classroom or large space
(patio, green areas). ·
Texts. ·
Materials that can be
manipulated such as plasticine, food, clay. ·
Board games that
strengthen the formation of strategies and critical thinking. ·
Folder with white sheets. ·
Television. ·
Video beam. ·
Cards with images. |
|
Recommendations |
·
Articulation with public
and private entities. ·
Talks with experts or
professionals who have experience with the different disabilities that occur
in the Educational Institution. ·
Link to the Institutional
Educational Project (PEI). ·
Support with pedagogical
strategies by expert institutions such as INSOR, INCI, National Council on
Disability CND, Asdown Colombia, among others. |
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Once the data collection
instruments were applied, imaginary knowledge, perceptions and pedagogical
strategies that teachers have and use to address disability and inclusion in
the classroom were identified. Based on the Montessori method in terms of educational
principles, the preparation of the environment and the teacher as a guide and
supervisor. López, I. (2023) postulates a comprehensive approach in which the
social, emotional, intellectual and physical development of the student is
involved; as well as Guzmán Santos, M. (2023). He refers that the principles of
the Montessori method are based on individualities and autonomy, which allows
inferring that this research managed to develop a pedagogical strategy that is
close to the characteristics stated above with the pedagogical proposal
"the learning corner", strengthening the teaching task.
By analyzing the tools used,
it was possible to visualize or detect some of the shortcomings of the teachers
in their work. Murillo, F. J., & Duk, C. (2024) points out that Paulo
Freire, "in the pedagogy of hope and its representation in critical
pedagogy" gives a deeper look at the relationship between teacher and
student where knowledge is not transmitted, but built from the collective.
Pinzón, A. A., & Camelo, V. H. D. (2024). It relates and confronts the role
played by the teacher's knowledge regarding the attention to diversity. From
this point of view, the instruments used showed that the lack of teacher
preparation and training has an impact on the fact that the attention to
inclusion is not 100% effective. On this point, we fully agree with what was
stated by (Galarraga Triana etal, 2023) when he
mentions that a true educational and diverse inclusion cannot be applied due to
"lack of adequate teacher training".
Conclusions
In the findings found, it is
evident that in some questions of the survey focused on inclusive education, it
is observed that there is a discrepancy between the knowledge and the teaching
practice with a percentage of (83.3%), referring that "sometimes in their
pedagogical practices they strengthen inclusive education". Similarly, Mestanza, J. E. G., Soto, E. E.
O., & Navas, C. D. H. (2021). Refers to the application of
the Montessori method, indicating that the teacher's work involves planning
learning experiences, providing students with the construction of competencies
and possibilities for them to learn, but to achieve this, an extra effort must
be made, which not all apply.
Another result of the survey
reflects that the school gives relevance to collaborative learning with 66.7%
and the use of technology in the classroom with 33.3%; therefore, it can be
concluded that the strategies used are effective and efficient for the teaching-learning
process; however, retaking a publication by Revista
Internacional. Chiqui, Y. M. H., & Ureta, R. S. M. (2019) we agree that the
teacher should guide the development of competencies so that students have
progress and advancement, in which the students' abilities are strengthened and
not only in their particular differences, as mentioned by. López, I. (2023)
who, based on the Montessori method, emphasizes that collaborative learning
allows children to learn from each other, teaching each other and developing
skills related to inclusion and acceptance.
In this research it was
possible to develop a pedagogical proposal for teachers that allowed students
with disabilities to have greater accessibility, permanence, effectiveness and
success in the teaching-learning process, through the design of workshops
implemented both in the proposal the learning corner and in the discussion held
with teachers about the teaching-learning processes in the classroom for
students with disabilities. Misischia, B. (2017).
Takes up in his text "Inclusive Education and Teacher Training. A Paulo
Freire. Journal of Critical Pedagogy. Where he refers to the term resignify; postulating that it is necessary to retake and
give a central place in teacher education and training thus giving meaning to
the right to education.
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