La educación inclusiva en la Universidad Politécnica Salesiana. Una mirada desde los docentes.

Abstract

The present case analysis addresses the issue of inclusive education within the Salesian Polytechnic University, the purpose of which is to recognize and identify the practice of inclusive education, from the point of view of teachers, with more than 15 years of experience service in the institution. This work responds to the question: How do the educational experiences of teachers, who serve more than 15 years in the UPS, come together in an inclusive education practice? This question opened the way for field work, which implemented quantitative research, supported by the survey technique, which was applied to teachers of the Salesian Polytechnic University who have more than 15 years of service. The most outstanding findings that could be appreciated, is that teachers adopt a critical and reflective attitude towards inclusive education, which makes them participate in this. It is evident that there is a high awareness and collaboration so that, in the UPS, I know of an inclusive culture; However, in spite of the efforts made, the fulfillment of the inclusive policies is necessary, so that the commitment is not a minority group, but a work of all. The work is organized in three parts: elaboration of theoretical framework, application of the established methodology and analysis of results thrown in the investigation.