El desempeño docente y la discapacidad cognitiva : una apuesta desde la mirada del Decreto 1421 del 2017

Abstract

In Colombia, since the 1991 Constitution, the socio-cultural diversity of the Colombian people is recognized and education is considered as a right and service, likewise, regulations governing the integration into the educational service of people with some limitation are formulated, however, individuals with some type of disability are subject to segregation and there are still cases where teachers do not have the specialized training to work with these populations. In recent years, Decree 1421 of 2017 was formulated, which regulates in the framework of inclusive education the educational attention to people who present some type of disability. The inclusion of children with disabilities or limitations in regular classrooms, begins to be visible with this regulation, therefore, a qualitative research methodology of a descriptive type will be developed, through which descriptive research methodology will be used to identify the changes that have arisen in the teaching performance of the physics teacher working in regular classrooms. performance of the physics teacher who works with children with cognitive disabilities after the implementation of Decree 14 of the after the implementation of Decree 1421 of 2017.