Factors of educational inclusion to improve learning: Teachers' perspectives

Abstract

In elementary school, inclusiveeducation shouldbe adapted to the needs of students with special abilitiesin areas suchas recreational activities, feedbackand methodologiesandplanning. The objective of the research is to analyze and describe the perspectives of educational inclusion factors among elementaryschool teachers to improve students’ learningwith special abilities. The methodology of the research is descriptive witha quantitative correlational approachin which823 elementary school teachers participated through a voluntary and anonymous online survey with a measurement instrument that hadtwo dimensions of eight and ten items which were optimal in the different statistical tests as in the analysis of the reliability factors of Cronbach’s alpha(0. 968). The result shows that teachersare willingto improve the curriculum plan, provide specialized attention after training. There is a high perspective to interact withstudents with special abilities to improve student learning. There are institutional constraintson primary education teachers to improve the learning factors of inclusive educationaswell as unknown applications or technologies that can help the learning of students with special abilities in primaryeducation. There are non-governmental organizations that seek the welfare of students with special abilitiesbut the results are not veryencouraging due toalack of financial capacity.