Actitudes docentes ante estudiantes con necesidades educativas especiales en la Unidad Educativa Particular la Asunción

Abstract

The present work is based on a revision and bibliographical systematization about special educational needs (SEN) that many students show during the educational process. All these “SEN” have been object of multiple debates about their causes and strategies of support. The attitudes, especially from the teachers, are part of this work as well as the meaningful and evident tendency in their participation in the inclusive field. We can also define the constructivist position according to the concept of special educational needs giving it an interactional shade more than a qualifying categorization.

The purpose of this investigation is to analyze how different teachers deal with “SEN” students. This is a qualitative and an analytic study, which was made in “La Asunción" High School with 120 teachers from different areas. The results showed that there exists a high level of uncertainty in teachers while being in contact with students with special needs, specially due to the insufficient.