Análisis de las prácticas docentes para superar las barreras del aprendizaje en estudiantes con capacidades diversas en el Liceo V.A.L

Abstract

First of all, it is important to highlight that when the term of educational inclusion is covered, a new challenge is imposed on teachers: to work with all the population that arrives in the classrooms, with skills and habituating the previous teaching for each student. To do this, it is necessary to start from the professional preparation of the teaching staff of the “Liceo VAL” in educational inclusion. Taking into account that the term inclusive education implies the identification for each of the neurodivergent and neurotypical students, their conditions and their existing educational barriers, as well as how to work with them. Therefore, the present work seeks to identify the needs and rediscovery the skills of the teaching staff from the “Liceo VAL”, identifying academic, attitudinal and procedural barriers, to assume the role of educators who apply self-learning (learning method in students based on quality standards). The research method used is qualitative through the case study, being the tool to approach the studied population using the instruments as comparison matrices and participant observation, identifying the importance of the DUA and PIAR in an inclusive classroom, as a result, it was observed that it is important that teachers keep these concepts in mind to provide quality education. As a result, it was shown that it is important that teachers keep these concepts in mind to provide a quality education that, from the MEN, will be managed to strengthen and overcome specific learning disorders, taking into account that in some investigations the bidirectional relationship that exists between the student and the teacher, this being the fundamental axis to achieve an inclusive society.