Fortalecimiento de la práctica pedagógica en educación inclusiva desde la herramienta digital Moodle

Abstract

As a result of the institutionalization of the Decree 1421 of 2017, which appropriately frames the inclusive education regulations in Colombia, strategies and processes have been forged surrounding the capabilities the education system should appropriate. These start from the concept of awareness, towards access, permanence, and academic promotion of all students with disabilities. The methodology undertaken by this study is design-based research, aimed at responding to phenomena detected in the school context through the design of didactic strategies, school organization plans, among others, to be disseminated within the educational community. This research, in light of the challenge of teacher qualification in relation to educational attention for students with disabilities, developed three instruments: a document matrix, a checklist delimited in institutional management documents, and a survey applied to a population of 29 teachers. These were articulated from categories related to inclusive education and its theoretical elements. Regarding the systematic analysis and coding of information, findings suggest that teaching practices should be redirected under comprehensive and contextualized models that favor the educational inclusion process for the population with disabilities. For this reason, within the Moodle tool, a route of comprehensive and contextualized processes was planned for students with disabilities currently attending the Bilingual School La Consolata.