Teaching perspectives in the need of inclusive special education at Uacam. A case study
Abstract
The research objective was to determine the teacher’s perspective of the Autonomous University of Campeche (UACAM) regarding of a special education needs I said this institution. For this study, a qualitative methodology was used, which allowed a first approach to the study problem. For this a survey was designed using the Likert technique format that included three dimensions (social, institutional and didactic) that were constructed based on 87 items that offered five response options. For this investigation work, however, only the 14 significant items were taken, that offered information about the teacher’s perspective towards to the understanding of diversity, as well as the needs for changes in educational policy and transformation in teacher’s academic practice. Eleven professors (three men and nine women) for the aforementioned institution participated in the research. In general, it can be concluded that although teachers are in favor of initiatives and regulatory changes that promote inclusion and the best possible care for students with special education needs (SEN), they are also aware that working with them can be difficult. In fact, many point out that there is confusion when caring for people with these characteristic, making it difficult for them to draw up a work plan.
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