Implementación de la educación inclusiva en el centro educativo Padre Lamarche de la República Dominicana: un estudio de caso

Pilar Arnaiz Sánchez; Bellanira Farías; Salvador Alcaraz

doi:10.24310/IJNE.11.2023.17081

Authors

Pilar Arnaiz Sánchez Universidad de Murcia Spain https://orcid.org/0000-0002-0839-891X
Bellanira Farías Dominican Republic
Salvador Alcaraz Universidad de Murcia Spain

DOI:

https://doi.org/10.24310/IJNE.11.2023.17081

Keywords:

Inclusive education, teachers, students, educational community, case study

Abstract

The development of inclusive education in educational centers is currently one of the greatest needs of educational systems if they intend that every student receives an education according to their way of being and being in the world. This paper examines how inclusive education is addressed in a primary school, taking into account the opinions and experiences of different actors involved in the educational process. The general objective is to analyze the educational response from the perspective of the teachers and the management team of the Padre Lamarche center. A non-experimental, descriptive, survey-type research design was used. The sample consisted of a total of 45 participants (37 teachers and 8 members of the management team). For the collection of information, two questionnaires directed at each group of the aforementioned actors in the educational process were used. An analysis of descriptive statistics was carried out. The results show that not all the actors understand the purpose and application of inclusive education, that the management team is supportive of inclusion and that collaborative work and dialogical inquiry are strategies that contribute to the implementation of inclusive education. These findings highlight the need to improve efforts in the promotion and application of inclusive education in Spain and provided specific recommendations to address these limitations.

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