Socio-educational inclusion from the context of the school group: perceptions of primary teachers in the municipality of Playa, Havana.

Inclusión socioeducativa desde el contexto del grupo escolar: percepciones de maestros primarios del municipio Playa, La Habana

Abstract

Socio-educational inclusion constitutes the cornerstone to guarantee quality education for all. In this sense, the teaching staff plays a fundamental role, because of how they perceive the process of socio-educational inclusion, they will be in a better position to carry out an effective practice. The process of socio-educational inclusion of students with intellectual disabilities (ESDI) has been limited by many factors, including those related to prejudices and the poor preparation of teachers. Favoring the development of ESDI in the context of primary school must conceive, among other aspects, the school group, due to the great significance that the social has for intellectual development. The study that is presented analyzes the perception that primary teachers have regarding the use of the school group as a context of socio-educational inclusion of the ESDI, the results found refer to a limited perception in this sense, given the little knowledge that is had around the potential of the school group for the socio-educational inclusion process. In this sense, it was necessary to know what the teachers understood by socio-educational inclusion and school group, in addition to the barriers and challenges imposed by the use of the school group to favor the socio-educational inclusion of ESDI.