Educational Inclusion and Its Difficulties in the Teaching-Learning Process

Abstract

Educational inclusion has a higher meaning than a technique that must be applied in school environments, this implies a commitment and responsibility by all actors of the educational system and at all levels; this study aims to analyze the difficulties faced by educational inclusion in the teaching-learning process. As a methodology, the qualitative-quantitative approach was used, through a Likert scale questionnaire that groups the barriers to educational inclusion into 5 dimensions, which was applied to the teaching population of a rural public school, determining the reliability of the instrument using Cronbach's Alpha; interviews with experts in school inclusion were also used to discuss the results. These indicate that the difficulties that always oppose inclusion in this rural school are not caused by the actions of teachers, but by exogenous factors such as material resources that promote learning, especially in subjects such as natural sciences. It is concluded that the difficulties faced by educational inclusion in the teaching-learning process of students in a rural school come from the ministerial management of education that administers rural schools, the scarce budget for resources and materials, the number of teachers assigned, the limited infrastructure, however, the teaching vocation promotes their self-training to educate inclusively.