TEACHER TRAINING FOR THE INCLUSION OF STUDENTS WITH DISABILITIES IN A HIGHER EDUCATION PROGRAM IN PHYSICAL CULTURE SCIENCES

Abstract

Educational inclusion in the university context seeks to focus on the educational practices of teachers for the generation of universal design for learning. Therefore, educational inclusion poses a pending challenge, as it requires teacher training that promotes attention to diversity, especially students with disabilities. The objective is to train higher level teachers in the topic of educational inclusion, through the generation and application of a training program for the construction of an inclusive pedagogy, this was done with a qualitative approach using the case study methodology with the participation of 4 teachers who participated in a training program, to then develop a classroom intervention where they managed to capture educational practices with an inclusion approach, thus recovering in the results evidence that the teachers carried out in the training process, as well as the realization of didactic sequences that they later applied reviewing actions in their practices. Within the results, the reflections of the teachers and evaluation of sequences to intervene in the classroom are observed. In such a way that it is concluded that educational inclusion goes beyond disability, and implies attending to other social sectors that face barriers to learning and participation. In the importance of educational inclusion as a means to achieve quality and equitable education for all