Entornos educativos inclusivos: análisis de la relación entre prácticas docentes y gestión en el Colegio Alexander Fleming y su influencia en la calidad de la educación para estudiantes con necesidades especiales.

Abstract

The present research aims to contribute to the pedagogical practices of teachers at the Alexander Fleming IED School in terms of inclusion. In this sense, the importance of inclusion in the educational field is recognized, specifically addressing the challenges faced by teachers in relation to the learning difficulties of students. These difficulties can be linked to both disability conditions, whether cognitive or socio-affective, and situations of discrimination based on belonging to various population groups. With a qualitative approach, this work delves into the dynamics and meanings underlying formative processes, with the purpose of promoting innovation in inclusion policies in educational establishments. Thus, the structure of the project is divided into four chapters: reference framework, theoretical framework, methodological design and analysis of results. Within the framework of this structure, fundamental questions are raised about the evolution of pedagogical practices and the need for new forms of management to promote effective inclusion. In addition, emphasis is placed on the importance of recognizing diversity as an essential commitment to equity and educational quality. The central purpose of the research is to describe pedagogical practices, identify strengths and difficulties, and establish elements for reflection. Therefore, the research question focuses on analyzing the pedagogical practices of teachers, in terms of inclusion, to develop inclusive processes in the classroom. In summary, the importance of addressing limitations such as the contextualization of factors that may interfere with the recognition of differences and the construction of inclusive school environments at the Alexander Fleming IED School, as a focal point for the study, and the implementation of specific inclusion policies, is recognized.