Percepciones de los estudiantes practicantes de inglés sobre las políticas de inclusión educativa para estudiantes con necesidades diversas y su aplicabilidad en las aulas colombianas.

Abstract

The theme of this article is inclusive education, contextualized in the exercise of teaching English, revealing some methodological alternatives that can be used by beginner language teachers, considering in turn the educational policies emanating from the State, which benefit this community. The methodological process used was based on qualitative research, supported by an online survey, where a group of beginner English teachers was asked about their knowledge of inclusion policies and their consideration in the context of teaching practice. In conclusion, the need to continue studying this issue is recognized, since, despite the efforts made by the State, there is still much to be done, to achieve a true process of inclusion in the educational context.