Prácticas inclusivas y funciones de los profesionales de consejería estudiantil: una perspectiva desde el rol docente

Abstract

In this paper, we come to recognize the processes of educational inclusion focused on the entire teaching population including those who work with specific educational needs (SEN) that require attention to diversity. The research takes a significant value within Educational Psychology and in the roles of each actor. The general objective was to analyze the perceptions of teachers in inclusive practices, determining strategies and postures of teachers and evaluation that facilitate or hinder collaboration, as well as to identify in each role strengthening comprehensive care. A 12 qualitative approach was carried out in the research, with a nonexperimental, transversal, descriptive design and a non-probabilistic sampling implementing structured digital surveys in relation to the stated objectives. In turn, this methodology has been carried out by the supervision of experts in the educational area applied in the teaching population of the primary, basic and high school levels in urban institutions of the city of Quito in the period 2024-2025. As results, a significant population of educational professionals is evidenced where they estimate the contributions together with the DECE in inclusive processes, Universal Design for Learning, reasonable accommodations, curricular adaptations, management of activities and counseling within the school environment. They also point out the importance of developing strategies for the attention of students with specific educational needs.