Recopilación de experiencias docentes acerca de la implementación de aulas inclusivas que incorporan estudiantes con discapacidad

Abstract

Educative inclusion is a challenge for teachers, because achieves a change in the normal dynamics of the classroom, It indicates essential transformations in the educational process, such changes need to recognize the diversity of learners that requires innovation strategies, and dynamic teaching, generating countless experiences in personal and professional field, which contribute greatly to the restructuration and construction of knowledge. This project research collected the experiences of five teachers who perform or performed their teaching in inclusive classrooms that include students with disabilities, the speech of educators was obtained through semi-structured interviews raised by the researcher, the acquired information is organized into two categories: first, disabilities and attention in school and the second the classroom as a learning system; Then proceeded to divide the second category into five subcategories: formation and teacher training, external agent that involved in inclusive education, interaction school, inclusive classroom and family ¿how to tackle the special educative needs?, advantages and disadvantages of inclusive classrooms. Each subcategory provided a different perspective, which was used to analyze each of the aspects that nourish the inclusive education model, identifying new orientations to continue strengthening the inclusion model. Working with inclusive classrooms permit improve attitudes, skills, labor and personal aspects in the educative community, but with greater inference in teachers and students for its proximity, develop dynamic of interaction with students with some disability; reforms in the curriculum allow to explore new methodological strategies, also making use of these dynamics for students without disabilities, improving the understanding and learning of various topics, because, these settings link a direct relation with and experiences daily of knowledge. The teacher two, identifies changes to make group activities, both children with and without disabilities, because to share ideas and time engage affective relation.