The Impact of Attitudinal Barriers on the Inclusion of Students with Disabilities
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Abstract
The study investigates the impact of attitudinal barriers on the inclusion of students with disabilities in the sixth grade of the Institución Educativa Técnico Bellas Artes in Sogamoso, Boyacá. The objective is to analyze how the attitudes of teachers, classmates and families affect the educational process of these students. A qualitative methodology was used, through interviews, focus groups and workshops. The results indicate that 57% of the students do not feel loved by their peers and teachers, evidencing social exclusion. Likewise, 71% of parents state that their children have diagnosed disabilities, highlighting the need for personalized pedagogical strategies. The workshops conducted promoted awareness of inclusion and showed that a collaborative approach is fundamental to create an equitable educational environment. In conclusion, the study stresses the urgency of addressing attitudinal barriers and fostering inclusive practices, ensuring that all students can access and fully participate in their education. It is recommended to strengthen continuous teacher training and establish policies that favor inclusion in the classroom.
Keywords: educational inclusion, attitudinal barriers, disability, pedagogical strategies, inclusive education.
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