PERCEPCIÓN DE LOS DOCENTES ACERCA DE LA INCLUSIÓN EDUCATIVA EN LA SECCIÓN PREESCOLAR DE UNIDADES EDUCATIVAS.

Abstract

The purpose of this study is to investigate the perception of pre-school teachers towards inclusive education in regular classrooms in two cities in the province of Guayas. The research used a descriptive design that handled methodological tools, of quantitative and qualitative type. Eighty were the pre-school teachers of seven educational units that served as a sample for this research plus the professional support that was obtained in a focus group with directors and psychologists of the institutions studied. The conclusions of this study indicate that although most teachers were positive towards the concept of inclusive education, they did not favorably include pupils with special educational needs in their classrooms because of the lack of essential knowledge and skills in education special. Based on the results of this study, the researcher suggests that the Ministry of Education of Ecuador should improve the professional qualifications of special education teachers so that they can meet the learning needs of students with SEN.