Proceso de psicoeducación dirigida a docentes de estudiantes con necesidades educativas en el colegio San Benildo La Salle 2025

Abstract

This systematization of experiences this titled "Psychoeducational Process for Teachers of Students with Educational Needs at San Benildo La Salle School, 2025 " and aims to strengthen both technical and socio- emotional competencies among the teaching staff to foster inclusive education within the institution. To achieve this, a program was designed that addressed relevant topics such as the implementation of the UDL approach for inclusive education and the development of teachers' socio-emotional competencies through a constructivist psychological approach in which teachers seek to develop their knowledge and skills through collaboration and reflection. The instruments used were first the psychoeducational process itself, which helped us achieve the systematization objectives: “Describe the psychoeducational process,” “Identify teachers’ current training difficulties and needs,” “Assess teachers’ perceptions… of the relevance and usefulness of the psychoeducational process in their professional performance and in promoting inclusive practices,” and “Evaluate the skills and competencies developed and strengthened by teachers.” There was also a survey, which collected data on teachers’ perceptions of their views before and after the psychoeducational process. This allowed us to conduct an empirical analysis of teachers’ perceptions of the psychoeducational process as such. It also helped us validate specific systematization objectives through the feedback obtained. This psychoeducational process allowed us to address teaching competencies aimed at inclusion and addressing Special Educational Needs (SEN). Teachers gain tools or strengthen the tools and knowledge they already possess in this regard, thus becoming agents of change in the classroom and generating truly inclusive education.