Inclusive Policies and Teaching Practices in Educational Institutions, in Pandemic

Abstract

Currently, educational inclusion is generating more expectations in Latin American educational institutions. As an example of this, there is greater interest in providing attention to groups of students with special needs and attention, particularly in the context of the health crisis. The main objective of the study was to determine the relationship between inclusive policies and good teaching practices in private educational institutions of the primary level. Under a quantitative approach, we worked with a non-experimental, cross-sectional design and applied the validated questionnaire “Inclusion Index”, a Likert-type scale, to 50 primary school teachers in the city of Trujillo. The results show a high and significant correlation (.835**) between the two variables under study, suggesting the importance of establishing adequate policies to improve inclusion practices. Likewise, from the teachers’ perspective, the need to improve inclusive policies with the commitment to encourage and promote inclusive practice within their educational institutions is also noted. Finally, it is concluded that educational inclusion is a process and a strategy that helps to overcome barriers to learning. However, the critical global situation hinders the goal of implementing this system effectively.