The Inclusive Teacher: Strategies for Integrating Students with Disabilities into the Classroom

Abstract

Educational inclusion is a crucial challenge in the contemporary school environment, which seeks to integrate students with disabilities in regular classrooms. This study aimed to develop and evaluate a pedagogical strategy that facilitates the effective inclusion of these students at the Restrepo Millán Educational Institution in Bogotá, Colombia. As materials, it adopted a qualitative, action research approach, using structured interviews and direct classroom observations, involving six teachers who work with students with disabilities. The results indicate that, although teachers have basic knowledge about inclusion, there is a significant gap between theory and practice. For its part, the strategy called "The Learning Corner" proved to be effective, as it fostered an inclusive environment and improved interactions among students. These findings suggest that continuous training is essential to strengthen teachers' competencies in inclusion. Finally, it concludes and highlights the importance of implementing adapted pedagogical strategies that address the specific needs of students with disabilities, as well as the need for ongoing training for teachers, thus ensuring quality inclusive education in local and particular contexts.