Pedagogical conceptions and attitudes about the inclusion of university students with specific educational needs
DOI:
https://doi.org/10.35381/r.k.v7i14.1861Keywords:
Personality, individual differences, inclusive education. (UNESCO Thesaurus).Abstract
The objective of the study was to explore the pedagogical conceptions and attitudes of teachers of the Faculty of Education, Art and Communication of the National University of Loja, regarding the inclusion of students with specific educational needs (SEN). It was carried out through a quantitative approach, descriptive cross-sectional, by means of a survey to a sample of 76 teachers. The results highlight the coherence between pedagogical conceptions and attitudes, based on an integrationist model, i.e. expecting the student to adapt to the educational system, without respecting his or her specific learning needs. In conclusion, it is shown that although the right to inclusive education is legally established in the Constitution of Ecuador, it is not enough to exercise it; it is necessary to unlearn constructs and paradigms that no longer respond to the complexity of today's world.
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