Policies of Educational Inclusion in the Integral Development of Children with Special Abilities in an Educational Institution

Abstract

The purpose of the research was to analyze the impact of educational inclusion policies on the comprehensive development of children with special abilities in an educational institution. The methodology used adopted a quantitative approach, with a non-experimental design and an explanatory level. The study, of a basic nature, included the participation of 32 specialized teachers of both sexes, with specific knowledge on the subject, belonging to a specific educational institution, covering the entire teaching staff at all levels and grades. Data collection was carried out by applying a survey that used a Likert scale questionnaire with five response options. The dimensions evaluated included the CI inclusive culture, the POI inclusive policy and the PI inclusive practice. The inferential results revealed that the educational awareness strategy exerted a positive influence on the inclusive education of the teachers of the educational institution, reaching statistical significance (P < 0.05) and a Spearman's rho value equal to 0.862. Consequently, hypothesis H1 was confirmed, and the null hypothesis (H0) was discarded, supported by a high level of significance. As a recommendation, it was suggested that teachers receive continuous training. In the Peruvian context, no teachers lacking strengths in the field of inclusive education were identified, not to mention a lack of knowledge. On the other hand, the need for greater dissemination and promotion of the culture of educational inclusion was highlighted, demanding more prominent attention to this aspect.