The Inclusive Teacher: Leading the Change Towards Accessible Education for Students with Disabilities
DOI:
https://doi.org/10.56200/mried.v3i9.8735Keywords:
Educational inclusion, inclusive teacher, disability, teaching competencies, pedagogical strategiesAbstract
Educational inclusion faces historical barriers, such as the segregation of students with disabilities. Although there are inclusion policies, their effective implementation depends on teacher training and attitudes. The objective of this research was to analyze the role of the inclusive teacher as an agent of change in education, identifying the necessary competencies, attitudes, and pedagogical strategies to promote accessible and equitable education. A document review was conducted using academic databases to identify relevant studies on the role of the inclusive teacher, selecting research from 2015 to 2023 through rigorous inclusion criteria. The results identified key competencies such as pedagogical differentiation, favorable attitudes towards diversity, and the need for inclusive educational resources, essential to ensuring equitable teaching for students with disabilities. It is concluded that continuous training and positive attitudes towards inclusion are essential for teachers to implement effective inclusive practices, fostering equitable and accessible education for all students.
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