Abstract

VELASQUEZ URIBE, Yuliana María; QUICENO FIGUEROA, Erika María  and  TAMAYO-AGUDELO, William. Construction of educational planning for inclusive education. Rev. Actual. Investig. Educ [online]. 2016, vol.16, n.3, pp.331-366. ISSN 1409-4703.  http://dx.doi.org/10.15517/aie.v16i3.26113.

Inclusive education implies execution of pedagogical responses in accordance with the diversity of students in the classroom. Teaching planning is one of the ways to respond to diversity. This article research presents the results of "Teacher planning design for inclusive education research". The objective of this work was to identify changes and transformations generated by a training program for inclusive planning designs in a group of teachers from the city of Medellin (Colombia); 18 teachers participated, (M = 30, SD = 7.6) they were tested before and after participation in the training program. Significant differences were founded between the results of the pretest and post-test (p <0.05) with effect sizes between -0.66 and -0.95. The training program had a total duration of 90 hours, it had 7 session classes and they were related to school inclusion and educational planning. The training program sessions were recorded and analyzed; they showed 18 families of categories that helped to understand the reasons for the changes in the teachers planning, which kept in mind the investigation categories and one more that came out of them. Finally, it was performed cluster analysis looking forward to evaluate the obtained changes, in which participants were grouped into two clusters, one of more use (12 teachers) and other of basic one (3 teachers). Three teachers, who retired from the institution, were left out. The research concludes that the training program favors the creation of the teachers' inclusive planning designs, and can be replicated with other docents and institutions by applying the same methodology.

Keywords : inclusive education; teacher training; inclusive practices; diversity.

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