Factors of educational inclusion to improve learning: Teachers' perspectives
View/ Open
Descargar
(application/pdf: 452.5Kb)
(application/pdf: 452.5Kb)
Date
2023-02-09Author(s)
Huaman Romani, Yersi Luis
Carrasco Choque, Fredy
Carrillo De la Cruz, Linda Katherine
Orosco Gavilan, Juan C.
Vasquez Alburqueque, Iris Liliana
Metadata
Show full item recordAbstract
In elementary school, inclusive education should be adapted to the needs of students with special abilities in areas such as recreational activities, feedback and methodologies and planning. The objective of the research is to analyze and describe the perspectives of educational inclusion factors among elementary school teachers to improve students’ learning with special abilities. The methodology of the research is descriptive with a quantitative correlational approach in which 823 elementary school teachers participated through a voluntary and anonymous online survey with a measurement instrument that had two dimensions of eight and ten items which were optimal in the different statistical tests as in the analysis of the reliability factors of Cronbach’s alpha (0. 968). The result shows that teachers are willing to improve the curriculum plan, provide specialized attention after training. There is a high perspective to interact with students with special abilities to improve student learning. There are institutional constraints on primary education teachers to improve the learning factors of inclusive education as well as unknown applications or technologies that can help the learning of students with special abilities in primary education. There are non-governmental organizations that seek the welfare of students with special abilities but the results are not very encouraging due to a lack of financial capacity.
Mostrar más
Bibliographic citation
Huaman, Y. L., Carrasco, F., Carrillo, L. K., Orosco, J. C. & Vasquez, I. L. (2023). Factors of educational inclusion to improve learning: Teachers' perspectives. International Journal of Innovative Research and Scientific Studies, 6, 58-265. https://doi.org/10.53894/ijirss.v6i2.1286
Collections
The following license files are associated with this item:
Related items
Showing items related by title, author, creator and subject.
-
Inclusive Policies and Teaching Practices in Educational Institutions, in Pandemic
Valderrama Rios, Anita Erliz; Orbegoso Reyes, Gian Christian Orlando; Sagástegui Cruz, Julia Otilia; Pérez Urrutia, Carlos Luis (Springer Science and Business Media Deutschland GmbH, 2023-01-28)Acceso cerradoCurrently, 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 ... -
Diseño inclusivo para estudiantes con diversidad funcional hipoacusia y cognitiva en una institución educativa regular en San Martin de Porres - Lima 2023
Melendez Isuiza, Andy Jordan; Meza Carmen, Jesús Iván (Universidad Privada del Norte, 2023-07-08)Acceso abiertoLa presente investigación consiste en el análisis y desarrollo, de la educación inclusiva y diseño accesible en una Institución educativa para mejorar el nivel de educación e integrar a los estudiantes con diversidad ... -
Important Teacher Qualities for Integrating Blended Learning in Higher Education
Cespedes Panduro, B.; Ticona Arapa, H. C.; Zela Payi, N. O.; Chambi Condori, N.; León, A. Sucari; Chipana Loayza, P.; Sardon Quispe, W. W.; Callupe Cueva, P. C.; Torres Chuco, M. S.; Aguilar Pichón, F. M.; Tilwani, S. A. (Natural Sciences Publishing, 2023-05-01)Acceso cerradoBlended learning is widely accepted in Peruvian higher education for a number of reasons, including the fact that it allows students more leeway to accommodate their own unique schedule and learning needs. The present ...