Talleres de capacitación docente en la elaboración de apoyos didácticos para la inclusión educativa de estudiantes con discapacidad visual

Abstract

Currently, inclusion processes are taking center stage in the education system, due to the existence of increasingly diverse classrooms. This research was born from the need for training presented by a group of ninth-year teachers of basic general education of the educational unit "Fe y Alegría" in terms of the inclusion of students with visual disabilities. The paradigm applied in this research is qualitative, since its development is based on the methodology of the explanatory case study. To this end, different data collection techniques have been implemented, such as: participant observation, literature review and a focus group. Same that allowed to identify the process of educational inclusion applied by teachers to students with visual disabilities. For this research, several authors were reviewed, including Booth and Ainscow, 2002; Echeita, 2011; Perez, 2015; Morales, 2012; Herdoiza, 2005; who talk about educational inclusion, visual impairment, didactic supports and teacher training. These are the main and fundamental topics at the time of giving solvency to this research. In solution to the problem identified, a system of teacher training workshops is proposed in the development of didactic supports for the educational inclusion of students with visual disabilities. This proposal was validated under the judgment of experts, who valued the clarity, relevance, coherence and relevance, obtaining satisfactory results in their majority. Thus, the workshop system is clear and understandable, at the same time, it is applicable to the reality to which it is directed, being relevant to the group of participants that has been selected.