This study aims to explore teachers' considerations about the barriers to inclusive education. The study is based on a qualitative approach and an experiential narrative methodological design. Using narrative inquiry and the focus group technique as a method, information was obtained from 59 teachers from 6 public educational institutions in Arequipa. It is concluded that to effectively include a student, teachers and school directors must acquire a deeper awareness of the particular abilities and needs of each student, not only children who have disabilities, but also students with disabilities. different customs, races, gender, etc.
|Título traducido de la contribución||Teachers' Considerations on the Barriers to Inclusive Education|
|Número de páginas||10|
|Publicación||Revista de Filosofia (Venezuela)|
|Estado||Publicada - 11 nov. 2022|
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- educational institutions
- Inclusive education
- narrative inquiry
- Peruvian teachers