Inclusive strategies: attention to diverse students in primary education, the experience of Honduran teachers

 

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Bibliographic Details
Author: Mejia–Elvir, Percy
Format: artículo original
Status:Versión publicada
Publication Date:2022
Description: The manuscript presents experiences in teaching-learning strategies and methodologies of Honduran academic teaching staff in the educational inclusion of children with special educational needs. The analysis unit consisted of ten people who had experience in inclusion at the primary and basic educational levels. The approach was qualitative, through a phenomenological type design; the instruments used to obtain the information were two: first, the narrative interview, and second, a focus group. We applied a script of eleven questions in the interview and ten in the focus group. The results allowed us to understand that cooperative and participatory strategies stand out to harmonize their skills and social relationships in the classroom. Albeit there is no solid training in this area, creative and inventive skills were used to configure inclusive environments. In conclusion, the supports for the attention to diversity are minuscule. It is suggested to carry out other studies related to the aids granted in the educational establishments to improve skills regarding attention to diversity.
Country:Portal de Revistas UNED
Institution:Universidad Estatal a Distancia
Repositorio:Portal de Revistas UNED
Language:Español
OAI Identifier:oai:revistas.investiga.uned.ac.cr:article/3913
Online Access:https://revistas.uned.ac.cr/index.php/innovaciones/article/view/3913
Keyword:Primary education
inclusive education
educational strategies
special educational needs
academic teaching staff
education
Educación básica
educación inclusiva
estrategias educativas
necesidades educativas especiales
personal académico docente
educación
Educação básica
educação inclusiva
estratégias educacionais
necessidades educacionais especiais
corpo docente acadêmico
educação