Estrategias didácticas con enfoque inclusivo aplicado por los docentes en niños y niñas con necesidades educativas especiales en la Escuela de Educación Básica Nicolás Sojos

Abstract

This research aimed to analyze inclusive teaching strategies applied by teachers for students with special educational needs (SEN) at Nicolás Sojos School in Ecuador. The methodology was qualitative, using semi-structured interviews with 20 teachers, non-participant observation of 8 classroom sessions, and review of pedagogical lesson plans. The results showed that the main inclusive strategies implemented are curricular adaptations, use of concrete and multimedia materials, collaborative learning, progress-focused evaluation, and differentiated activities. However, limitations were observed regarding the coherence between strategies stated as effective and their implementation in the classroom. Particularly, there is an excessive gap between activities for regular students and those with SEN, hindering their integration. Given this, it is recommended above all to strengthen teacher training on proven inclusive strategies, ensure greater consistency between planning and execution with an inclusive approach, as well as disseminate those tactics identified as successful to expand their application. It is hoped that these findings will help strengthen teaching skills on inclusive teaching mediations, increasing the learning and participation of students with SEN.