Abstract

MARULANDA, Elena  and  COLLAZOS ALDANA, Jaime. Pedagogical practices, knowledge and institutional conditions in which Colombian teachers work. A study on inclusive education and disability. Psicol. caribe [online]. 2024, vol.41, n.3, pp.53-79.  Epub Sep 10, 2024. ISSN 0123-417X.  https://doi.org/10.14482/psdc.41.3.369.015.

In 2017, Decree 1421 was issued in Colombia, according to which all schools in the country were to welcome students with disabilities and offer them quality opportunities for their entry, permanence and graduation. The Ministry of Education (MEN, 2017a) gave a deadline of five years for this policy to be implemented in the national territory, counted from its approval. The objective of this research is to characterize the pedagogical practices, knowledge and institutional conditions (pedagogical and administrative type) in which a sample of Colombian teachers work, six years after the decree was issued. For this purpose, a transectional non-experimental quantitative design was used and a scale was applied to 249 teachers of early childhood education, elementary school, junior high school and vocational middle school. Based on the findings obtained, it can be concluded that there is a positive change in the pedagogical practices and knowledge of those teachers who have training in inclusion and who work in private schools that receive students with these life trajectories. Even so, the institutional conditions of the teachers surveyed still do not respond to inclusive institutional projects. Since, at the time of writing this paper, we did not find other similar studies in the country, these results are discussed in the light of international research on the subject and in the framework of national policy, and allow extrapolating the challenges faced by the Colombian educational system in welcoming students with disabilities.

Keywords : inclusive education; disability; beliefs; teachers.

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