Teachers' perception of inclusive education
Abstract
Current education has assumed the new paradigm of inclusion, where the teacher has a preponderant role. Therefore, their aptitude and attitude are determinant for the incorporation and successful achievement of inclusive education proposals. Therefore, this article is presented, framed to know the perceptions of Colombian teachers about inclusive education. It is the result of a descriptive bibliographic documentary research. In conclusion, it is pointed out that the perception of teachers is determined by the idea that inclusive education implies paradigmatic changes in educational models. Likewise, it involves a real process of reflection and transformation of the inclusion policy, in the field of comprehensive training of professional teachers, both at a higher level and in continuous training, in order to overcome the weaknesses and disagreements of the socio-educational programs and projects implemented so far in Colombian education.
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