Publicación:

Prácticas educativas inclusivas y estrategias de afrontamiento de docentes de básica primaria de la ciudad de Medellín

Resumen

In recent years, inclusive, diverse and flexible education has gained greater support at national and international levels, which is reflected in the normative bodies promulgated and in the progress made in this regard. However, there is still a considerable proportion of students who have Special Educational Needs (SEN) and who do not attend any educational institution, neither regular nor special; among other factors, due to the lack of opportunities on the part of the educational system, due to the lack of interest and the fear that the implementation of pedagogical processes includes for teachers. Taking into account the above, the general objective of this research is to establish the relationship between inclusive educational practices and coping strategies of primary school teachers; this was carried out through a qualitative, non-experimental and correlational study through the application of the Coping Strategies Scale - Modified (EEC-M) and the instrument on Inclusive Practices (PRIN). It was attended by 28 teachers linked in 2017 to seven private educational institutions in the city of Medellin; those who practice resource mobilization (M = 70.6) and frequently use problem solving (M = 66.7) and positive re-evaluation (M = 65.0). It was evidenced the existence of a statistically significant and inversely proportional relationship between coping strategies and inclusive educational practices, carried out by primary school teachers; therefore, an increase in inclusive educational practices generates a decrease in the use of coping strategies and vice versa.