Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 38-59, 2024

https://doi.org/10.62574/rmpi.v4i4.227

Classroom teachers' perceptions of inclusive education from a Colombian

experience

Percepción de los docentes de aula sobre la educación inclusiva desde

una experiencia en Colombia

Marlon Alirio Martínez-Sarmiento

martinezmarlon36@gmail.com

Universidad Metropolitana de Educación Ciencia y Tecnología (UMECIT), Panama,

Panama, Province of Panama, Panama

https://orcid.org/0009-0003-5444-9954

ABSTRACT

Inclusive education has become a central focus of global education policies. This

phenomenological study aims to theorise classroom teachers' perception of inclusive education

from an experience in Colombia. The study is situated in a phenomenological orientation,

working with seven teachers who interacted as key informants. From a phenomenological

perspective, the Colombian teachers' perception of inclusive education is articulated as an

experience committed to the recognition of each student. In their testimonies, an understanding

of inclusive education emerges not only as a strategy, but also as an act of respect for human

diversity, where each subject is valued integrally and ethically. For teachers, this experience

becomes a pedagogical challenge, in which lack of resources and lack of specialised training

are experienced as barriers.

Descriptors: inclusive education; right to education; educational opportunities (Source:

UNESCO Thesaurus).

RESUMEN

La educación inclusiva, se ha convertido en un eje central de las políticas

educativas globales. Este estudio de corte fenomenológico tiene por objetivo

hacer una teorización sobre la percepción de los docentes de aula sobre la

educación inclusiva desde una experiencia en Colombia. El estudio se sitúa en

una orientación fenomenológica, se trabajó con siete docentes que

interactuaron como informantes clave. Desde una perspectiva fenomenológica,

la percepción de los docentes colombianos sobre la educación inclusiva se

articula como una vivencia comprometida con el reconocimiento de cada

estudiante. En sus testimonios, emerge una comprensión de la educación

inclusiva no solo como una estrategia, sino como un acto de respeto hacia la

diversidad humana, donde cada sujeto es valorado integral y éticamente. Para

los docentes, esta vivencia se transforma en un desafío pedagógico, en el que

la carencia de recursos y la falta de formación especializada se experimentan

como barreras.

Descriptores: educación inclusiva; derecho a la educación; oportunidades

educacionales. (Fuente: Tesauro UNESCO).

Received: 17/08/2024. Revised: 19/08/2024. Approved: 03/09/2024. Published: 01/10/2024.

Research articles section

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 38-59, 2024

Percepción de los docentes de aula sobre la educación inclusiva desde una experiencia en Colombia

Classroom teachers' perceptions of inclusive education from a Colombian experience

Marlon Alirio Martínez-Sarmiento

INTRODUCTION

Inclusive education, defined as a pedagogical approach that seeks to ensure equitable access

to meaningful learning opportunities for all students, has become a central focus of global

education policies (Alanazi & Alhazmi, 2023; Connor, Ferri & Annamma, 2016; Delgado-Muñoz,

Mendoza-Catagua & Salcedo-Quijije, 2024). In Colombia, this orientation has been

implemented to varying degrees, revealing both achievements and specific challenges that are

widely acknowledged by teachers. The research focuses on classroom teachers' perceptions of

inclusive education, analysing their testimonies collected through phenomenological interviews

in three educational institutions: Colegio Municipal Aeropuerto, Colegio Toledo Plata and

Colegio San José Trigal del Norte. This analysis not only provides a reflective view on current

inclusion efforts, but also highlights the obstacles faced by the Colombian education system,

such as the lack of specialised training and adequate resources to address diversity in the

classroom (Leonard & Smyth, 2020; Dewsbury & Brame, 2019).

Current research underscores that inclusive education is a fundamental right that benefits all

students, regardless of ability, socio-economic or cultural background (Liang et al., 2022; Luo &

Li, 2024). However, as teachers in Colombia strive to implement inclusive practices, significant

difficulties emerge. These include, among others, a lack of specialised training in inclusive

strategies, work overload due to individualised attention in large classrooms, and a shortage of

material and technological resources to adapt the curriculum (Hasson et al., 2022; Nyborg et al.,

2020). In this sense, tools such as Universal Design for Learning (UDL) and Individual Plans for

Reasonable Accommodation (IPAR) have been integrated by some teachers as strategies to

address diversity, albeit with practical limitations due to insufficient preparation and the context

of high demand in the classroom (Daems et al., 2023; Pagliara et al., 2023).

Teachers' perceptions, central to this study, not only encompass the need to adapt curriculum

and methodologies, but also highlight the importance of thinking broadly about inclusion,

encompassing dimensions including ethnicity, gender, and socio-economic background

(McGhie-Richmond et al., 2013; Petersson-Bloom & Holmqvist, 2022). In the testimonies, there

are ongoing concerns about the effectiveness of inclusive practices, especially regarding the

lack of policies that strengthen institutional support to embrace other vulnerable groups at risk of

educational exclusion, such as migrants and ethnic minorities (González et al., 2021; Somma &

Bennett, 2020).

This article aims to contribute to the theoretical understanding of Colombian teachers'

perceptions of inclusive education, exposing both the progress and current limitations of the

Colombian education system. In the analysis, it is noted that inclusive education in Colombia

requires a transformation that includes continuous training and the development of

comprehensive policies that ensure true equity in access to education, adapting to the needs of

a diverse student body and thus promoting inclusive and respectful learning environments

(Kolbasova et al., 2023; van Kessel et al., 2021). The findings of this study can thus inform the

formulation of an inclusive pedagogical model, based on evidence and adapted to the social

and educational reality of Colombia, in order to build a more equitable and supportive education

system (Velykodna et al., 2023; Vera-Rivera et al., 2024; Symeonidou, 2020).

In the light of what has been presented above, the aim of this phenomenological study is to

theorise classroom teachers' perception of inclusive education from a Colombian experience.

METHOD

The study is situated in the qualitative paradigm, with a phenomenological orientation, which

seeks to understand in depth the experience of teachers about inclusive education in specific

educational contexts in Colombia. This approach responds to the intention of capturing the

essence of the teaching experience in terms of inclusion, leaving aside any pre-existing

prejudices and exploring the construction of meanings that teachers elaborate from their daily

practice. Phenomenology, in this context, not only made it possible to capture perceptions, but

also to reveal the meanings that educators give to their experiences in the inclusive

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 38-59, 2024

Percepción de los docentes de aula sobre la educación inclusiva desde una experiencia en Colombia

Classroom teachers' perceptions of inclusive education from a Colombian experience

Marlon Alirio Martínez-Sarmiento

environment, thus achieving a deep understanding of their meanings and of the inclusive

educational phenomenon as a whole.

The research was structured under a phenomenological design, which focuses on the study of

subjective experience, highlighting the lived perception as the core of analysis, which allowed to

address the inclusive experience not as an external event, but as a construction of meanings

that emerges from the daily life of the teacher and their direct interaction with students in

conditions of diversity, based on the experiences of teachers from three specific institutions

such as: Colegio Municipal Aeropuerto, Colegio Toledo Plata and Colegio San José Trigal del

Norte, located in Norte de Santander - Colombia, allowing to capture the different ways in which

inclusion is perceived, felt and constructed in these educational spaces. We worked with seven

teachers who interacted as key informants and were coded:

DOC-AULA 01

DOC-AULA 02

DOC-AULA 03

DOC-AULA 04

DOC-AULA 05

DOC-AULA 06

DOC-AULA 07

In terms of data collection, the aim was to capture the experience in its most authentic state. To

achieve this, semi-structured in-depth interviews were designed, which offered a reflective and

free space where teachers could express the experiences, beliefs and challenges they face in

the implementation of inclusive education. The interview questions focused on uncovering

central aspects of the inclusive experience from a phenomenological perspective, exploring

issues such as the construction of meaning about inclusion, the challenges of inclusive practice

and the strategies that emerge from teachers' daily experiences. The interviews, which were

conducted in an atmosphere of intimacy and respect, were recorded and transcribed in full,

ensuring that the nuances and essence of each narrative were preserved.

The data analysis was carried out through a process of phenomenological reduction, aimed at

unravelling the essential structure of the experiences and capturing the underlying essences of

the teachers' perceptions of inclusiveness. This analysis consisted of several stages, each

centred on a progressive immersion in the narratives:

RESULTS

The perception of the classroom teachers is framed in the testimonies (answers) with respect to

the questions asked in the phenomenological interview, which aim to define the theoretical

position of each of the teachers of the institutions Institución Educativa Colegio Municipal

Aeropuerto, Institución Educativa Colegio Toledo Plata and Institución Educativa Colegio San

José Trigal del Norte. See table 1.

Table 1. Classroom teachers' perceptions of inclusive education.

Questions:

1. What do you think about inclusive education?

Responses:

DOC- CLASSROOM 01

DOC- CLASSROOM 02

Inclusive education, because I believe that it is

fundamental to ensure that all students, regardless of

their differences or their conditions, have access to

quality education, and it is not only about paying

attention to those with disabilities or learning

I think inclusive education is very valuable

because it seeks to ensure that all students,

regardless of their physical, psychological,

cultural and other characteristics, are respected

and accepted regardless of their differences in

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 38-59, 2024

Percepción de los docentes de aula sobre la educación inclusiva desde una experiencia en Colombia

Classroom teachers' perceptions of inclusive education from a Colombian experience

Marlon Alirio Martínez-Sarmiento

disabilities, but to all students regardless of their

race, social or sexual condition, culture or religion.

the classroom or outside it.

Inclusive education promotes collaboration

between teachers, parents, school counsellors

and students so that children and young people

who have been identified as having a physical

or cognitive disability can overcome barriers to

learning.

It is a great challenge, because despite not

having the resources to make adaptations and

not having received adequate training to deal

with different types of disabilities or exceptional

abilities, strategies such as collaborative

learning promote empathy and bullying

prevention.

DOC- CLASSROOM 03

DOC- CLASSROOM 04

I consider inclusive education to be a relevant topic

that has attracted increasing interest today, due to

the diversity of students that can be found in

classrooms. Furthermore, inclusive education is

important because it is based on the principle of

ensuring that all students are provided with equal

conditions and opportunities in educational

institutions to enable them to learn and participate

fully in the education system. This approach

promotes respect for individual differences and seeks

to establish strategies that address the specific

needs of each student.

Good morning, I would like to respond to the

items of the interview whose purpose is to seek

to understand the conceptions, attitudes and

experiences that managers and teachers have

about inclusive education. First question: I

consider inclusive education to be a necessary

and pertinent occasion as it seeks to overcome

the different obstacles that students may have

in terms of the particularities of learning or the

difficulties that a certain student may have, but

also the strengths that can be used to achieve

learning in a differentiated way. I believe that it

is necessary and that its implementation seeks

to strengthen the educational system that starts

from the differences and shows the important

achievements for the students and the

educational community.

DOC- CLASSROOM 05

DOC- CLASSROOM 06

Inclusive education seeks to transform school

management in order to guarantee relevant

education for students with disabilities; it therefore

means attending to the common and specific needs

of these populations with quality, relevance and

equity. As teachers, we take into account the basic

standards of competencies, as these provide a set of

common criteria about what all students can achieve

in their passage through the education system; with

these criteria we design relevant pedagogical

strategies to ensure that students develop them. In

the case of students with disabilities, the strategies

must be taken into account in the design of the

Reasonable Accommodation Plan for students with

disabilities.

On the other hand, the large number of students in

the classroom impacts the quality of the educational

experience, as these large groups mean that

teachers use 20% of each class to maintain order,

perform administrative tasks and bring the students

to a state of mind in which they are receptive to the

didactic material, and for students with disabilities the

time of dedication increases, making the

development of skills and knowledge more difficult.

Also, caring for more than one student with a

disability or different disabilities increases the

physical and psychological strain on teachers.

In conclusion, the aim of the inclusive education

policy is very interesting, however, there are many

factors that in reality make it difficult for each student

served by the inclusion programme to overcome the

I think that inclusive education is one of the

best measures that governments have taken in

line with the mandates of the United Nations,

its 2030 agenda and the development goals, to

provide an educational service to students who,

due to their condition or disability, are excluded

from the education system, and thus reduce

inequality gaps.

Inclusive education is a strategy that enables

states and educational institutions to ensure

quality education for students with disorders or

disabilities.

I think that, in line with the intentions of the

United Nations, inclusive education implies not

only "being" but also "participating" and being

part of that learning, decision-making and the

search for solutions to the problems of the

context. In line with the above, it is not only that

a student with a disability is present in the lists

and in the classrooms, its purpose goes

beyond "being", it is also to participate in all the

activities that take place in the classroom and

outside the classroom, but its main purpose is

to achieve learning.

I think that inclusive education is a challenge

for teachers, where they must provide suitable

environments for all their students to access

knowledge, but in many cases they do not have

the pedagogical training to achieve this despite

having every intention of working with these

students.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 38-59, 2024

Percepción de los docentes de aula sobre la educación inclusiva desde una experiencia en Colombia

Classroom teachers' perceptions of inclusive education from a Colombian experience

Marlon Alirio Martínez-Sarmiento

difficulties they face or at least guarantee their

productive involvement in society.

I believe that inclusive education gives the

most vulnerable students (with disabilities or

disorders) the possibility to access their

fundamental right to education.

DOC- CLASSROOM 07

Inclusive education, because I believe that it is fundamental to ensure that all students, regardless of

their differences or their conditions, have access to quality education, and it is not only about paying

attention to those with disabilities or learning disabilities, but to all students regardless of their race,

social or sexual condition, culture or religion.

1. How have inclusive education practices been implemented in the educational institution?

Responses:

DOC- CLASSROOM 01

DOC- CLASSROOM 02

At Toledo Plata School, various strategies have been

implemented to promote inclusion. These include the

active participation of all students in flag-raising,

cultural and sporting events, and in the delivery of the

PAE. With regard to inclusion strategies with children

who have some kind of disability or learning disorder,

the SAD is carried out in the classroom and, as

appropriate, the PIAR, the individual plan for

reasonable adjustment, with relevant strategies being

implemented with respect to the barriers and

strengths that each of them present.

In the educational institution some practices

have been implemented such as adjusting the

contents and evaluations according to the

needs of the students, which implies extending

the time for the development of the activities.

Different vulnerable groups have been

identified in the institution, such as migrants,

most of them coming from Venezuela, physical

and cognitive disabilities, as well as Wayu

ethnic minorities.

In the case of migrants, flexibility is applied in

the activities and in civic acts they participate

by showing their culture and customs. Now,

students diagnosed by a specialist with a

disability, mostly cognitive, are given an

individual plan of reasonable adjustments

(PIAR) in each subject, working hand in hand

with the student's guardian, and the activities

proposed are adjusted to their interests. For

example, a tenth grade student with a linguistic

disability loves to cook and says she wants to

be a chef, so with the help of her guardian she

complements her activities at home. She

recently made a masato in Biology class and

recorded the step-by-step at home to explain

the action of the microorganisms present in the

drink that cause fermentation, as she was

studying the subject of Biotechnology, which

consists of the application of living beings for

the elaboration of products and services that

are beneficial to human beings. In the case of

the Wayú students, it has become evident that

they have difficulty in reading and writing, but

through flexible activities and at their own pace

they are able to make progress. In addition,

they share in language classes some words of

their own language, and this causes curiosity in

their classmates to learn them.

DOC- CLASSROOM 03

DOC- CLASSROOM 04

Inclusive education in the institution has been

approached from the point of view of disability and

the presence of learning disorders in some students.

This begins with the pre-characterisation and

characterisation of the student based on the

diagnosis provided by the parent once the student is

enrolled in the institution. Likewise, for those students

who show learning difficulties and/or some other type

of disorder, the parent is asked to initiate a process

of attention through their health entity, which allows

the student's diagnosis to be known.

Well, on the one hand, there is the universal

design for learning, where they can learn in a

different way and within this universal design

for learning, which is to look at how something

can be taught in which, according to the

diversity of thought of the learning facility, it is

possible to interact and strengthen the

knowledge that can be reached, also there is

the elaboration of the PIAR the individual plans

of learning that allows some practices of

education that entail according to the disability

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 38-59, 2024

Percepción de los docentes de aula sobre la educación inclusiva desde una experiencia en Colombia

Classroom teachers' perceptions of inclusive education from a Colombian experience

Marlon Alirio Martínez-Sarmiento

Once the educational institution is aware of the

student's situation, it proceeds with the elaboration of

the individual plan of reasonable adjustments (PIAR),

a document in which the adjustments and strategies

to be used to develop the academic process in each

of the subjects are listed. In this way, each teacher is

responsible for adapting the content and learning

activities according to the student's needs.

The aforementioned process is documented through

a folder in drive in which all teachers relate the

subjects, the learning objectives and/or purposes

through the EBC and the basic learning

performances (DBA), the barriers that are evidenced

in the student, the reasonable adjustments and the

evaluation of the adjustments proposed by the

teacher for each academic term.

of each student to be able to show some

differentiated strategies that somehow are

taken into account for the improvement in the

teaching inside the institution.

DOC- CLASSROOM 05

DOC- CLASSROOM 06

In the educational institution Colegio Toledo Plata,

we have always tried to provide the best care for

each of the students with disabilities, from

documentation, reporting and monitoring to the

health sector, attention from school guidance,

attention to parents and the design of the PIAR.

However, as I said before, the management of 40

students in a classroom, with different disabilities and

learning disorders, makes teaching practice very

difficult to guarantee the development of skills and

knowledge, especially in the planning, search for

resources, strategies and adequate didactics to cover

large and heterogeneous groups of students.

At the Toledo Plata School, inclusive education

practices comply with Colombian regulations,

especially Decree 1421 of 2017, which

regulates the actions of educational institutions

and especially the work of teachers in relation

to students with disabilities or disorders.

Inclusive education practices involve the

elaboration of diagnostics for prioritised

students, pre-characterisation and

characterisation of these students, then the

joint elaboration of reasonable accommodation

plans and finally their implementation in the

classroom.

While it is true that the decree is being

complied with, in many cases teachers in

practice do not know how to deal with students

with Down syndrome, with retardation or with

any other disorder.

DOC- CLASSROOM 07

At Toledo Plata School, various strategies have been implemented to promote inclusion. These include

the active participation of all students in flag-raising, cultural and sporting events, and in the delivery of

the PAE. With regard to inclusion strategies with children who have some kind of disability or learning

disorder, the SAD is carried out in the classroom and, as appropriate, the PIAR, the individual plan for

reasonable adjustment, with relevant strategies being implemented with respect to the barriers and

strengths that each of them present.

2. How do you perceive the development of inclusive education in the educational institution?

Responses:

DOC- CLASSROOM 01

DOC- CLASSROOM 02

Well, I consider that. In some cases, the

implementation of inclusive education is not relevant,

as it is complicated to work with a child with some

kind of disability or learning disorder in the

classroom, as there are approximately 35 to 40

students, so it is not possible to have personalised

teaching or individual attention. In order to identify

those strengths and skills that could be improved. So

I think that yes, it is a bit difficult to carry out this

process. However, some of the advances that have

been significantly evidenced in the implementation of

inclusive education would be the acceptance by the

educational community of those students who at

some point have perhaps felt excluded. Because

when we talk about inclusive education we are

opening new horizons of thinking and seeing things

in a different way or from a different point of view.

The development of inclusive education in the

educational institution where I work, I perceive

it as a challenge that generates concern about

the lack of teacher training, resources and

support from specialists such as school

counsellors and support teachers, as there is

only one support teacher sent by the municipal

education secretariat to attend up to three

institutions and their sites.

Despite the importance of inclusive education

in building a fairer and more equitable society.

Some teachers are more open to inclusion,

while others are resistant due to a lack of

understanding in the identification of barriers

and curricular adjustments according to the

needs of the students, as well as the difficulty

in filling out forms such as the PIAR and the

pedagogical assessment, as training is

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 38-59, 2024

Percepción de los docentes de aula sobre la educación inclusiva desde una experiencia en Colombia

Classroom teachers' perceptions of inclusive education from a Colombian experience

Marlon Alirio Martínez-Sarmiento

required on inclusive strategies and the

management of diversity in the classroom.

DOC- CLASSROOM 03

DOC- CLASSROOM 04

In the educational institution, despite having a

documented process for inclusive education,

specifically for students with learning difficulties

and/or disorders, I consider that it does not

adequately meet the real needs of the students. This

is due to the fact that the processes proposed in the

individual plan for reasonable adjustments (PIAR) are

not evaluated to verify compliance with the strategies

and agreements established, both for the student and

the guardian. In addition, teachers are not trained to

deal with the different learning disorders and/or

disabilities.

On the other hand, the institution allows the

enrolment of students without considering the type of

disability or learning disorder they present, nor is it

assessed whether the institution has the necessary

resources to attend to these students.

Well, I feel that inclusive education is lacking,

because suddenly more training or continuous

training is required in which the marked

shortcomings of some students with disabilities

with respect to others can be aborted a little

better, and the way in which the resources that

can be obtained can be organised so that there

is learning according to the learning styles, the

culture and the real context of the students,

and so that it is appropriate for a few and for

all.

DOC- CLASSROOM 05

DOC- CLASSROOM 06

Thanks to the support teachers in inclusive

education, the teachers at Colegio Toledo Plata have

learned a lot, from the correct completion of the

monitoring forms for students with disabilities, as well

as strategies for the proper design of the PIAR.

However, I have always noticed the need for periodic

monitoring of these support teachers in the

classroom, so that they can personally monitor the

performance of each student in the classroom and

their behaviour and relationship with classmates and

teachers.

I see inclusive education as an opportunity for

states, and especially schools, to provide an

equitable and quality education service to all

students, in this case the population with

disabilities or disorders. In line with

international requirements such as Agenda

2030 in its development goal No. 4 and

national requirements, the aim is to ensure the

right to education for the entire population.

The international and State intention is totally

noble and kind, it seeks to include in the

educational service hundreds of people who

have equal rights to the rest of the population,

however, in practice teachers do not have the

education, training and knowledge to meet

some types of population with disabilities. While

it is true that there is assistance from support

teachers, they are assigned to multiple

educational institutions, and their presence in

the institutions is limited to cover the entire

population, in most cases the work of support

teachers involves reviewing forms and

preparing written reports.

Inclusive education in its essence is an

excellent strategy that seeks not only to include

students with disabilities in the education

service but also to enable their participation in

learning, however, there is a lack of teacher

training and education to address the essential

cases.

DOC- CLASSROOM 07

Well, I consider that. In some cases, the implementation of inclusive education is not relevant, as it is

complicated to work with a child with some kind of disability or learning disorder in the classroom, as

there are approximately 35 to 40 students, so it is not possible to have personalised teaching or

individual attention. In order to identify those strengths and skills that could be improved. So I think that

yes, it is a bit difficult to carry out this process. However, some of the advances that have been

significantly evidenced in the implementation of inclusive education would be the acceptance by the

educational community of those students who at some point have perhaps felt excluded. Because when

we talk about inclusive education we are opening new horizons of thinking and seeing things in a

different way or from a different point of view.

3. What is the relationship between inclusive education and diversity?

Responses:

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 38-59, 2024

Percepción de los docentes de aula sobre la educación inclusiva desde una experiencia en Colombia

Classroom teachers' perceptions of inclusive education from a Colombian experience

Marlon Alirio Martínez-Sarmiento

DOC- CLASSROOM 01

DOC- CLASSROOM 02

There is definitely a very close relationship between

inclusive education and diversity, why diversity,

because it encompasses all the differences that exist

between students in aspects such as age, gender,

economic situation, religion, and therefore some kind

of disability or learning disorder. What is sought

through inclusive education is to recognise, respect

and value those differences, so it provides a pleasant

educational environment, a calm educational

environment, unless it is adapted to the individual

needs of each of these students.

Inclusive education relates to diversity because

it promotes the active participation of learners

regardless of their cultural, sexual, socio-

economic and ability differences. Inclusive

education aims to make everyone feel

accepted and have access to quality education.

For example, Colombia is a country of ethnic

and cultural richness, and inclusive education

recognises and values diversity by respecting

differences.

DOC- CLASSROOM 03

DOC- CLASSROOM 04

Inclusive education and diversity are concepts that

are directly related, affirming that they play a

fundamental role in building equitable and enriching

educational environments. Inclusive education aims

to promote and respect diversity both in the

classroom and in society at large. Diversity refers to

individual differences among people, which may be

manifested in abilities, cultures, experiences, needs,

learning styles and other aspects.

Inclusive education recognises this diversity as an

essential value that enriches the learning process. By

accepting and valuing differences, it fosters an

environment in which all students, regardless of their

individual characteristics, can access quality

education. This implies not only the adaptation of

teaching methods and educational resources but also

the creation of a school culture that promotes

inclusion and mutual respect.

In summary, inclusive education seeks to ensure

equal opportunities for all students, involving the

implementation of strategies and practices that

address the specific needs of each student. The

latter includes ongoing teacher training on diversity

and diversity issues, collaboration with special

education specialists, and the active participation of

families in the educational process.

Finally, inclusive education not only integrates

diversity, but also actively works to remove barriers

that prevent access and full participation of all

learners in the education system. In doing so, it

contributes to the formation of a more just and

equitable society, where every individual has the

opportunity to develop their potential and contribute

to collective well-being.

Inclusive education at the Toledo Plata School

focuses essentially on providing an educational

service to students with disabilities or disorders.

In this specific case, other diverse groups are

not taken into account, however, an

educational service is provided to the entire

educational population in general without

distinction, providing the right to education to all

those students who for different reasons come

to our classrooms.

I believe that, in response to the international

guidelines issued by the UN, UNICEF and

UNESCO, States and especially schools must

respond to the needs of the current context,

and in relation to development goal No. 4 on

education, the objective of "ensuring inclusive,

equitable and quality education and promoting

lifelong learning opportunities for all" must be

achieved. Achieving this objective implies

changing the paradigm where inclusive

education is conceived only to serve the

population with disabilities or disorders; a

broader conception of inclusive education

should be sought that encompasses all

students who are at risk of exclusion, providing

an educational and quality service without

exceptions that focuses on all population

groups and not on a small group of students

with disabilities. In this sense, inclusive

education must address diversity in its totality.

DOC- CLASSROOM 05

DOC- CLASSROOM 06

Both could be related, however, when I address the

issue of inclusive education I do so in the light of Law

1618 of 2013, known as the Inclusion Law, to

establish, in an exhaustive manner, the obligation of

the State to implement and enforce the mandates of

the Convention on the Rights of Persons with

Disabilities, which it approved in 2009, Likewise, the

most recent decree issued in Colombia is 1421 of

2017, which makes explicit in a concrete manner the

scheme of educational care for people with

disabilities and for people with exceptional abilities or

talents. But the attention to this last group of students

in the educational institution (exceptional talents) is

not very well recognised in the institution.

However, when we talk about diversity, we have to

be very clear about which area we are referring to:

Education is a right of all citizens and

especially of children, young people and

adolescents, and in the case of Colombia it is a

fundamental right. Education makes no

distinctions and must reach all populations

without exception. In view of the above, if we

talk about education, it must implicitly be

inclusive, and must be aimed at all population

groups without exception.

I believe that inclusive education should be

aimed at all population groups. However, in

Colombia the cost of enrolment in an official

institution is "0" pesos, and the public education

service is available to all without exception,

there is school dropout for various reasons,

there is exclusion from the education system

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 38-59, 2024

Percepción de los docentes de aula sobre la educación inclusiva desde una experiencia en Colombia

Classroom teachers' perceptions of inclusive education from a Colombian experience

Marlon Alirio Martínez-Sarmiento

cultural, political, religious, ethnic, identities,

ideologies... because, if we talk about diversity, it is

usually related to "sexual identity", when it really

refers to the plurality of aspects related to the human

being, whether physical, mental, ethnic, cultural,

sexual, etc.

due to various factors. Above all, education

must be inclusive, it must cover all social

groups and must seek to reduce the barriers

that prevent these groups from accessing this

educational service.

DOC- CLASSROOM 07

There is definitely a very close relationship between inclusive education and diversity, why diversity,

because it encompasses all the differences that exist between students in aspects such as age, gender,

economic situation, religion, and therefore some kind of disability or learning disorder. What is sought

through inclusive education is to recognise, respect and value those differences, so it provides a

pleasant educational environment, a calm educational environment, unless it is adapted to the individual

needs of each of these students.

4. Do you see inclusive education as targeting different social minorities? Why?

Responses:

DOC- CLASSROOM 01

DOC- CLASSROOM 02

He felt that the way inclusive education has been

approached does not address the various social

groups. It has focused more than anything else on

the population with some kind of disability or learning

disorder. I feel that the same importance is not given

to those social minorities that are known, that exist,

such as: Those who belong to the specific ethnic

group vulnerable population, the LGTBI population.

So they have not been given the same opportunity to

show that they really need it too, in other words, they

need perhaps some specific policies that allow them

to feel a little more included in the educational

community, maybe we talk about them in broad

terms, but it is not as evident as other types of

population.

I think that inclusive education is not only

addressed to social minorities but to all actors

in the educational community: managers,

teachers, students, parents, because we must

all seek equal opportunities regardless of

ethnic origin, religion, gender, disability or

socio-economic status. Likewise, we must all

understand that barriers such as discrimination

must be removed, as well as valuing

differences and developing social and

intercultural skills if we learn from each other. In

other words, inclusive education benefits us all.

DOC- CLASSROOM 03

DOC- CLASSROOM 04

Although it may seem discriminatory, I believe that

inclusive education is aimed at those social

minorities, since those who are part of this population

usually represent a small percentage of the total, at

least in the context in which I am currently. Looking

at this issue from an educational perspective, we see

that there is a low percentage of students with

disabilities or learning disabilities in our institutions.

However, being a minority does not mean that these

students should be treated unequally; on the

contrary, they deserve to receive the same conditions

and opportunities for their development and

participation in the educational system. This small

population living with us deserves absolute respect

and attention to their specific needs.

Diversity is a broader concept than inclusive

education, inclusive education is a part of

diversity because diversity also includes

multiculturalism, the socio-economic context,

customs, some will have certain disabilities,

others will not, but they will also have certain

differences that are part of or should also be

treated and enhanced through diversity.

DOC- CLASSROOM 05

DOC- CLASSROOM 06

If we look at what inclusive education is, it seems to

address disabilities and exceptional talents. But in

most cases only disability cases are given

importance, process, assessment or monitoring. It

does not address other social aspects

From my point of view, the integral formation of

diversity must be the central axis of education,

although it is true that education is implicitly

inclusive, an equitable and quality educational

service must be provided to all students without

exceptions. Schools must seek to reduce the

gaps that lead to exclusion from the education

system.

From the aforementioned approach, the

integral formation of diversity must be assumed

as the central axis of every educational act. We

must educate for diversity and difference.

DOC- CLASSROOM 07

He felt that the way inclusive education has been approached does not address the various social

groups. It has focused more than anything else on the population with some kind of disability or learning

disorder. I feel that the same importance is not given to those social minorities that are known, that

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 38-59, 2024

Percepción de los docentes de aula sobre la educación inclusiva desde una experiencia en Colombia

Classroom teachers' perceptions of inclusive education from a Colombian experience

Marlon Alirio Martínez-Sarmiento

exist, such as: Those who belong to the specific ethnic group vulnerable population, the LGTBI

population. So they have not been given the same opportunity to show that they really need it too, in

other words, they perhaps need some specific policies that allow them to feel a little more included in

the educational community, maybe we talk about them in broad terms, but it is not as evident as other

types of population.

5. How does inclusive education address diversity through inclusive education?

Responses:

DOC- CLASSROOM 01

DOC- CLASSROOM 02

I believe that the comprehensive training of diversity

is assumed through the implementation of

educational practices or educational strategies that

recognise and value the individual differences of

each student. This, then, is accompanied by the

adaptation of teaching-learning methods to the

creation of inclusive environments, constant training

of teachers in diversity and inclusion issues, as well

as the promotion of a school culture that respects

and values diversity in all its forms and expressions.

Comprehensive training for diversity in inclusive

education requires teacher training to learn

teaching strategies so that all students,

regardless of their differences, have access to

quality education. However, it is assumed from

training in values, respect for the different

rhythms and learning styles, interests and

abilities of students.

DOC- CLASSROOM 03

DOC- CLASSROOM 04

Comprehensive diversity education through inclusive

education implies a holistic approach that values and

addresses the individual needs of all learners,

promoting equitable and meaningful learning. It must

also include various aspects, among which the

following can be mentioned:

- Recognise and value the diversity that may

be present in learners, including their

abilities, learning styles, cultures and

contexts.

- Another aspect that can be mentioned is the

need to adapt the curriculum to make it

accessible and relevant to all learners,

which implies modifying content, teaching

methods and assessments according to

individual needs.

- Moreover, teachers should receive training

in inclusive education to enable them to

cater adequately for the diversity of

students.

- The creation of welcoming and safe learning

environments, removing physical and

psychological barriers, fostering a culture

based on respect and collaboration.

- Collaboration between teachers, specialists

and families that promotes comprehensive

support for students, including mentoring

and emotional support programmes.

- Assessment should be made flexible so as

to allow students to demonstrate their

learning.

Not necessarily, because normally and

currently inclusive education is aimed at those

who have some condition or disability, we

recently had a meeting regarding the PIAR and

one talks for example about how to approach

or improve the learning of those children who

have been assessed and we must make some

strategies and reasonable adjustments

according to learning and so on, but no similar

meeting has been held for different social

minorities, whether ethnic, to be able to make

some adjustments or to be able in the part of

the curriculum to be able to potentiate or to be

able to include or to be able to be a support so

that these students who have different socio-

cultural conditions, or from the same origin or

from the same academic institutions from which

they come, it is understood that they have

different knowledge and learning styles, then

for example with respect to minorities there is

no such call, and the universe of all the

students is looked at in a general way. But

there is a group of minorities where we are all

different, who deserve to be attended to in the

best possible way, just like the group of

students with disabilities.

DOC- CLASSROOM 05

DOC- CLASSROOM 06

I assume it from my cognitive, physical, emotional

and professional possibilities. If inclusive education

for disabilities that are present in the institution is

already complicated in itself; dealing with a whole

diversity of social aspects is a challenge and

obviously very tiring, when in a classroom there is a

great heterogeneity of students that, although there is

no protocol for SEN (DIVERSE EDUCATIONAL

NEEDS), teachers always try to assume these

diversities with the knowledge and tools we have at

our disposal.

From my point of view, the integral formation of

diversity must be the central axis of education,

although it is true that education is implicitly

inclusive, an equitable and quality educational

service must be provided to all students without

exceptions. Schools must seek to reduce the

gaps that lead to exclusion from the education

system.

From the aforementioned approach, the

integral formation of diversity must be assumed

as the central axis of any educational act. We

must educate for diversity and difference.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 38-59, 2024

Percepción de los docentes de aula sobre la educación inclusiva desde una experiencia en Colombia

Classroom teachers' perceptions of inclusive education from a Colombian experience

Marlon Alirio Martínez-Sarmiento

DOC- CLASSROOM 07

I believe that the comprehensive training of diversity is assumed through the implementation of

educational practices or educational strategies that recognise and value the individual differences of

each student. This, therefore, is accompanied by the adaptation of teaching-learning methods to the

creation of inclusive environments, constant training of teachers in diversity and inclusion issues, as well

as the promotion of a school culture that respects and values diversity in all its forms and expressions.

6. What are the concepts involved in inclusive education and how to apply them in the

educational institution?

Responses:

DOC- CLASSROOM 01

DOC- CLASSROOM 02

I believe that some of the concepts required for

intervention in inclusive education would be equality,

accessibility, active participation of all students and

the adjustments required in the teaching and learning

process. How to apply them in the educational

institution? Well, it is necessary to develop inclusive

policies that really take into account all social

minorities. Because as we realise in the law 1421

they only focus on children and adolescents with

disabilities or with learning disabilities, and it would

be good to mention and take into account all those

who really need it.

Another way to apply it would be to adapt the

curriculum and the materials needed for this work,

something fundamental is to train teachers in

inclusive methodologies, because we are really the

ones who are in the classroom and we realise what

the process is like, in addition to creating a school

environment that encourages collaboration and

respect for diversity.

I think that diversity is involved in inclusive

education because it allows us to identify the

characteristics and abilities of each of the

students. It is applied from enrolment at the

beginning of each school year, identifying the

characteristics of the students in terms of

ethnicity, cognition or if they have any health

diagnosis.

Also the concept of equity because inclusive

education seeks to ensure that all students

have equal opportunities regardless of their

educational needs or abilities. This implies

making curricular adjustments according to the

needs and interests of each student.

Collaboration is another concept involved in

inclusive education because through

collaborative work in the classroom, teamwork

and respect for differences are promoted.

DOC- CLASSROOM 03

DOC- CLASSROOM 04

Inclusive education involves several concepts that

are of great importance in promoting inclusive

education that respects diversity and ensures

equitable educational opportunities for all students:

equity, accessibility, recognition of diversity,

curricular adaptation, active participation,

collaborative relationships, inclusive learning

environments, inclusive assessment.

- Equity can be implemented in the

educational institution by ensuring that all

students have access to quality educational

opportunities, regardless of personal

circumstances or characteristics.

- Accessibility can be implemented in the

educational institution by removing physical,

psychological and/or cultural barriers that

may limit students' participation and

learning.

- Recognition of diversity can be applied

through the acceptance and valuing of

individual differences that may occur in

students.

- Curricular adaptation is possible through the

flexibilisation of the curriculum, teaching

methods and assessments, which I consider

essential to ensure that all students can

participate in the learning process and learn

effectively.

- Active participation can be experienced

through the integration of all students in the

educational process, promoting their

involvement in the learning process and in

the educational exercise in general.

Well, one of these concepts is diversity, where

the starting point is to recognise the value of

the differences that exist between students,

thinking about skills, another concept that could

be considered is universal design for learning,

creating a curriculum accessible to all where

through this multiple forms of expression and

commitment are evident, so how can it be

applied? Let's say that in the planning,

multimedia resources are used, options are

offered to present the teaching or learning and

encourage the participation of all students,

active participation, another term that could be

considered is the inclusive environment where

an environment is established, a school climate

that promotes acceptance and respect for

differences, then within the classroom we see

in the practices the promotion of cooperation,

help and mutual respect among the

participants. Another concept is active

participation, which seeks to involve all

students in their learning process by providing

opportunities for them to participate and

contribute, so normally in the classroom there

are activities that allow everyone to participate,

and options are given for tasks that include

students who have different mathematical

skills, those who want to sing something that

we are seeing or perform theatre or for

example in model making, model making or

exhibition making can support more in one

activity than another.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 38-59, 2024

Percepción de los docentes de aula sobre la educación inclusiva desde una experiencia en Colombia

Classroom teachers' perceptions of inclusive education from a Colombian experience

Marlon Alirio Martínez-Sarmiento

- Collaborative relationships is a concept that

can be applied through collaborative support

between teachers, families and the wider

community so that holistic collaboration can

be offered to students.

- Inclusive learning environments can be

developed in the educational institution by

creating spaces that inspire trust, security

and respect for all students in which they

feel valued, which leads to guaranteeing a

potential formative process for the student,

considering their individual needs and

characteristics.

- Inclusive assessment is another

fundamental concept to be applied in

educational institutions, considering that

assessment should be flexible and adapted

to the individual needs of students.

DOC- CLASSROOM 05

DOC- CLASSROOM 06

Disability, inclusive, transformation of school

management, attention with quality, relevance and

equity to the common and specific needs of

populations with disabilities, Basic Learning Rights,

Didactics, Reasonable Adjustment Plan, Evidence of

Learning, exceptional talents... Its application often

varies greatly from planning to reality. As I stated

earlier, a classroom does not only deal with special

cases of disabilities or talents, but each student as a

unique individual presents his or her own learning

process. So when a teacher raises this concern, they

usually change the concept of PIAR to DUA, making

a conceptual confusion between INDIVIDUAL PLAN

and SINGLE DESIGN for a whole group.

Initially, education should be conceived as a

public service that favours diversity and

difference, in line with SDG 4 to Ensure

inclusive, equitable and quality education and

promote lifelong learning opportunities for all

without exception.

Education is first and foremost inclusive, and

must focus on all population groups: those with

disabilities or disorders, diverse sexual, ethnic,

religious, political, migrants, among others. It

must focus on overcoming barriers that prevent

not only "being" but also participation in

learning.

In general terms, the concepts involved in

inclusive education are: inclusion, participation,

learning, attention to diversity, equity,

educational quality, overcoming barriers,

inclusive societies, among others.

DOC- CLASSROOM 07

I believe that some of the concepts required for intervention in inclusive education would be equality,

accessibility, active participation of all students and the adjustments required in the teaching and

learning process. How to apply them in the educational institution? Well, it is necessary to develop

inclusive policies that really take into account all social minorities. Because as we can see in Law 1421,

it only focuses on children and adolescents with disabilities or with learning disabilities, and it would be

good to mention and take into account all those who really need it.

Another way of applying it would be to adapt the curriculum and the materials needed for this work,

something fundamental is to train teachers in inclusive methodologies, because we are really the ones

who are in the classroom and we realise what the process is like, in addition to creating a school

environment that fosters collaboration and respect for diversity.

7. How do you envisage inclusive education in school settings?

Responses:

DOC- CLASSROOM 01

DOC- CLASSROOM 02

Inclusive education in schools is conceived as an

approach in which all students, regardless of their

individual characteristics, whether ethnic origin,

gender diversity, sexual orientation, religion,

disability, among others, share the same space for

learning, seeking active participation in all school

activities, eliminating physical, academic and social

barriers. However, sometimes it is not possible to

achieve the objectives, since the educational

institutions do not have spaces, teaching materials, a

large number of students per classroom, and no

training is given to the teachers who are in the

classroom.

Inclusive education in schools is conceived as

a harmonious coexistence since in my

institution there are students with diverse

sexual orientations and disabilities, diverse

ethnicities and migrants, and there has been no

evidence of harassment or discrimination

towards them.

Most students and teachers are inclusive,

respect differences and value the abilities of

their peers. For example, in the case of

Venezuelan migrants, they have great skills in

art, music, dance and public speaking, among

others, and are highlighted in cultural events for

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Multidisciplinary Journal Investigative Perspectives

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Percepción de los docentes de aula sobre la educación inclusiva desde una experiencia en Colombia

Classroom teachers' perceptions of inclusive education from a Colombian experience

Marlon Alirio Martínez-Sarmiento

these skills and admired by their peers and

teachers. In the case of students with cognitive

disabilities, for example, there are classmates

who help them by sharing their notes and

explaining what they do not understand, as well

as teachers willing to work individually with

each student who requires it and to be in

constant communication with the guardian to

achieve the student's learning.

DOC- CLASSROOM 03

DOC- CLASSROOM 04

I personally consider that inclusive education can be

conceived in school spaces through a perspective

whereby all students, regardless of their abilities,

characteristics or circumstances, are guaranteed

access to quality education. This implies the removal

of physical, social and academic barriers to ensure

the full and effective participation of all students.

In other words, we could say that an inclusive

environment is one that promotes diversity, values

the individuality of each student and promotes and

integrates pedagogical practices that meet the needs

of each student. Collaboration between teachers,

parents and support professionals is encouraged to

provide a learning environment in which each student

can reach his or her full potential.

Well, within school spaces, the aim is to ensure

that students, regardless of the abilities or

circumstances that each one of them has,

manage to have spaces that are welcoming

and respectful, that each one has their vote

and is listened to through active participation,

by raising their hand to ask for the floor, either

to ask questions, or to give feedback.

Something that I think has worked is how

tolerance is encouraged, respect for the way of

thinking of others in empathy, so that allows us

to reduce or eradicate discrimination or stigma

that may be associated with one or others or

any condition. So we tend to seek to generate

spaces where students can be supported and

take ownership and have a proactive action in

the activities that are taking place.

DOC- CLASSROOM 05

DOC- CLASSROOM 06

In theory, fabulous, in reality utopian.

I really conceive inclusive education as a

service that should be equitable, of quality and

aimed at the development of the individual

without exceptions. Inclusive education should

aim to achieve different types of learning in

order to form individuals who belong to a

society, who take part in it consciously and

responsibly, and who lead to the solution of the

problems of their environment.

I conceive of education as a service and a

fundamental right that is implicitly inclusive, that

aims at all population groups and not a specific

group, that seeks to overcome barriers to

learning and participation for all.

DOC- CLASSROOM 07

Inclusive education in schools is conceived as an approach in which all students, regardless of their

individual characteristics, whether ethnic origin, gender diversity, sexual orientation, religion, disability,

among others, share the same space for learning, seeking active participation in all school activities,

eliminating physical, academic and social barriers. However, sometimes it is not possible to achieve the

objectives, since the educational institutions do not have spaces, teaching materials, a large number of

students per classroom, and no training is given to the teachers who are in the classroom.

8. What is the influence of inclusive education on school education?

Responses:

DOC- CLASSROOM 01

DOC- CLASSROOM 02

Inclusive education has a significant influence on

school education by promoting equitable and

respectful learning environments, fostering the

development of social and emotional competencies,

improving the academic performance of all students

and contributing to the creation of fairer and safer

environments.

Inclusive education positively influences

schooling because it ensures that all learners

have access to quality education, regardless of

their abilities. It also creates safe environments

by eliminating discrimination and fostering

learning-friendly environments.

However, teachers need to be trained to deal

with diversity in the classroom. Materials and

resources are also needed to overcome

barriers to learning.

DOC- CLASSROOM 03

DOC- CLASSROOM 04

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

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Classroom teachers' perceptions of inclusive education from a Colombian experience

Marlon Alirio Martínez-Sarmiento

Initially, it is important to highlight that inclusive

education has a highly positive impact on students'

school education, considering that it promotes

diversity and raises awareness of equal

opportunities. In other words, it could be said that

through the integration of inclusive education it is

possible to create an environment in which all

students feel valued and respected, highlighting that

the latter aspect not only benefits students with

special needs, but also enriches the educational

experience of all students by fostering empathy,

tolerance and respect for differences.

The influence of inclusive education on school

education lies in its purpose, which is above all

noble and good, which seeks the improvement

of society through the equitable and quality

education of all citizens. Inclusive education

aims to achieve more inclusive and inclusive

societies, its influence seeks the formation of

citizens who above all promote peace, equity,

justice and the good of society, in other words,

the well-being of all without exception.

DOC- CLASSROOM 05

DOC- CLASSROOM 06

The best influence that inclusive education has

generated is the generation of EMPATHY among the

group of students; also the constant consultation,

research and study of each case by teachers,

ensuring that what is planned is adjusted to the

individual and group educational needs. In other

words, we grow personally and professionally.

The influence of inclusive education on school

education lies in its purpose, which is above all

noble and good, which seeks the improvement

of society through the equitable and quality

education of all citizens. Inclusive education

aims to achieve more inclusive and inclusive

societies, its influence seeks the formation of

citizens who above all promote peace, equity,

justice and the good of society, in other words,

the well-being of all without exception.

DOC- CLASSROOM 07

Inclusive education has a significant influence on school education by promoting equitable and

respectful learning environments, fostering the development of social and emotional competencies,

improving the academic performance of all students and contributing to the creation of fairer and safer

environments.

9. Why is the inclusive education approach important in educational institutions in the city of

Cúcuta?

Responses:

DOC- CLASSROOM 01

DOC- CLASSROOM 02

The inclusive education approach in the institutions

of the city of Cúcuta is extremely important and is

paramount because it contributes to the construction

of a more empathetic, equitable and respectful

society that respects differences, allows students,

regardless of personal, family or social

circumstances, to have the same opportunities,

promoting social cohesion and the preparation to

interact with a community that offers us a lot of

diversity.

The approach of inclusive education in

educational institutions in the city of Cúcuta is

important because inclusion promotes healthy

coexistence and creates a friendly and

respectful learning environment. It also

contributes to the construction of a fairer

society without discrimination.

However, there is a need for a policy of

inclusion where all people have the right to

receive quality education, as well as to reduce

dropout and failure rates. Teacher training is

also needed to ensure the learning success of

every student.

DOC- CLASSROOM 03

DOC- CLASSROOM 04

The inclusive education approach in educational

institutions is of great importance for building a just,

equitable and cohesive society, where all students

have the opportunity to develop fully regardless of

their individual abilities and educational needs.

Inclusive education is an approach that has quality

education as a principle, ensuring the reduction of

inequality in the education system.

Inclusive education recognises and values diversity

as a strength that can contribute to the learning

environment, since students can learn through

interaction with each other and thus develop

understanding and respect for differences.

Another important aspect that ensures inclusive

education is the ability to foster interaction between

students with different abilities, promoting empathy

and tolerance, the latter being considered essential

Well, let's say that it is crucial in these

educational institutions for different reasons,

one, because here there is a great diversity of

students, it houses a diverse student

population, it is no secret that there is a floating

population or from the sister Republic of

Venezuela, so there is a student population

with different educational needs and that

inclusion education seeks to somehow address

that diversity, and if it does, it ensures that

students regardless of their ability or conditions

have access to quality education. It is also

important because it reduces educational and

social inequalities by offering equal

opportunities for all students, including those

with special disabilities and those from different

socio-economic backgrounds. This approach to

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

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Percepción de los docentes de aula sobre la educación inclusiva desde una experiencia en Colombia

Classroom teachers' perceptions of inclusive education from a Colombian experience

Marlon Alirio Martínez-Sarmiento

competences for living together in a diverse society.

I believe that implementing an inclusive approach in

educational institutions benefits all students, not only

those with special needs. The use of diverse

strategies and methodologies contributes to

improving overall academic performance.

Finally, I believe that institutions that appropriately

adopt an inclusive approach facilitate the

participation of families and the community in the

educational process, fostering a sense of belonging

and shared responsibility that strengthens community

ties. Inclusive education prepares students to face

the challenges of a diverse society, equipping them

with the skills necessary to collaborate and live

effectively with others.

inclusive education is important because it

develops social skills in the sense that by

fostering an environment in which students

learn to live together and collaborate with

people of different abilities and backgrounds, it

contributes to empathetic skills and prepares

students for today's society and requires an

increasingly empathetic society, So Cúcuta

would allow an equitable educational service of

quality where social coexistence is improved

and in some way complies with educational

regulations within the country and therefore the

communities of Cúcuta and its surrounding

sectors. Inclusive education from this

perspective would undoubtedly lead to the

academic improvement of many students,

especially those who are less favoured or who

are going through different situations.

DOC- CLASSROOM 05

DOC- CLASSROOM 06

Inclusive education aims to serve children and young

people with disabilities throughout the entire

educational cycle, from early childhood to higher

education, so that these populations can develop

their competencies for life at all levels, achieve the

standards and be able to apply the assessment tests,

with special support. In addition, inclusive education

seeks to build a more democratic, tolerant and

respectful society that respects differences.

Undoubtedly, the inclusive education approach

is not only important at local, but also at

regional and national level, since it would be in

line with the mandates of international

organisations such as the UN, where

educational changes and the implementation of

educational improvements seek to achieve

more inclusive societies, societies that seek the

welfare of the least advantaged or those at risk

of exclusion. In the case of Colombia, and

especially the city of Cúcuta and its

metropolitan area, the inclusive education

approach should aim to achieve the inclusion

and participation of students who, due to

different conditions or the sum of conditions,

are on the verge of being excluded from the

education system or perhaps have already

been excluded, as is the case of Venezuelan

migrants, forced displacement, poverty, among

others. The city of San José de Cúcuta must

aim to overcome the barriers that prevent the

inclusion and participation of these population

groups, and it is here where the role of the

school must be a stage for diversity and

difference.

DOC- CLASSROOM 07

The approach of inclusive education in the institutions of the city of Cúcuta is extremely important and is

paramount because it contributes to the construction of a more empathetic, equitable and respectful

society for differences, allowing students, regardless of personal, family or social circumstances, to

have the same opportunities, fostering social cohesion and the preparation to interact with a community

that offers us a lot of diversity.

Note: Own elaboration based on interviews.

In relation to what has been described, it is necessary to point out that the answers found from

the teachers present an accumulation of elements that go in function of what is a set of what the

informants show the classroom teachers; those that show the path of what has been found; it is

important to bear in mind that the central categories that make clear the perceptions are

assumed; It is important to bear in mind that the central categories that make clear the

perceptions of each of the classroom teachers are assumed, thus constituting a set of

knowledge, strategies and resources that are related to what is proposed in the research that

defines the pedagogical function that is the basis of the pedagogical model; it is important to

note that it constitutes the basis of what is inclusive education with a focus on diversity, which

allows the establishment of what is an accumulation of knowledge.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 38-59, 2024

Percepción de los docentes de aula sobre la educación inclusiva desde una experiencia en Colombia

Classroom teachers' perceptions of inclusive education from a Colombian experience

Marlon Alirio Martínez-Sarmiento

Inclusive educational practices

In relation to inclusive practices, it is important to point out that the bases are established for the

general objective of the research which indicates: To generate a pedagogical model of inclusive

education in secondary and middle school educational institutions in the city of San José

Cúcuta, Colombia. It is important to point out that a set of actions and good practices that

respond to what is the pedagogical action that allows to cover the didactic moments that are

related to the pre-instructional, co-instructional and post-instructional strategies that converge in

what is the didactic process; reflected in the following:

Figure 1

Inclusive educational practices

Note: Own elaboration.

It is important to point out that the information described in figure 1 shows the relationship

between the different components involved in the process of inclusive educational practices,

and it is sought as a channel for inclusive educational practices to become an element that

allows defining the way to achieve the intended objective; thus, inclusive educational practices

show the way for effective teaching that responds to the demands of what should be considered

at the time of attending to the basis of the elements to be considered in the development of

academic activities.

Theorising on inclusive education

The analysis of the interviews conducted with teachers from educational institutions in Cúcuta -

Colombia evidences a remarkable understanding of inclusive education and its implications in

the school context, but also highlights the limitations that teachers face when implementing it in

their classrooms. From a phenomenological perspective, the educators' testimonies reflect a

series of experiences, beliefs and challenges that together shape their perceptions of

educational inclusion, diversity and equity in the Colombian education system.

Inclusive Education: Law and Equity in the School Setting

Teachers understand inclusive education as a fundamental right, not only for students with

disabilities, but for any individual who, due to their personal, social, cultural or economic

conditions, requires differentiated attention in the educational setting. In this sense, participants

highlight that inclusive education goes beyond the mere presence of students with disabilities in

the classroom; instead, it is a platform that seeks to ensure equitable access to meaningful

learning opportunities for all. The perception of equity underlines the importance of integrating

students in an environment of respect and recognition, promoting the equal development of

each student's potential. However, teachers indicate that these aspirations for equity are often

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 38-59, 2024

Percepción de los docentes de aula sobre la educación inclusiva desde una experiencia en Colombia

Classroom teachers' perceptions of inclusive education from a Colombian experience

Marlon Alirio Martínez-Sarmiento

constrained by the institutional context, with difficulties in managing large groups of students, a

lack of specific resources and a lack of specialised pedagogical training in inclusive education.

Inclusive pedagogical strategies and practices

At the methodological level, educators highlight the use of tools such as Individual Plans for

Reasonable Accommodation (PIAR) and Universal Design for Learning (UDL), which allow

them to adapt content, methodologies and assessments to the particular needs of each student.

These tools are implemented with the purpose of overcoming barriers that hinder learning and

participation in the classroom, seeking to promote teaching adapted to the heterogeneity of

school groups. However, teachers report that, despite individual efforts to implement PIAR and

DUA, their effectiveness is limited due to limited training in inclusive techniques and lack of time

to provide personalised attention to students with diverse needs, especially in large groups. This

situation reflects the tension between inclusive pedagogical theory and actual practice in

contexts with limited resources, leaving teachers with a sense of dissatisfaction with what has

been achieved and a perception that there is still a long way to go in terms of effective

educational inclusion.

Relationship between inclusion and diversity

Teachers understand that inclusive education should not be reduced to the mere integration of

students with disabilities, but should embrace diversity in a broad sense, encompassing aspects

such as culture, ethnicity, religion, gender and socio-economic background. In their responses,

teachers emphasise that inclusion requires recognising and valuing diversity as an enriching

factor in the classroom, which implies that the school must adopt practices that not only respect

individual differences, but also promote harmonious and empathetic coexistence between

students with different characteristics and needs. However, it is observed that, in practice, most

educational institutions still limit their inclusive approach to students with disabilities, leaving out

other minorities. This highlights the need for inclusive policies that broaden their scope and

consider all groups at risk of educational exclusion.

Impact of inclusive education on school development

The impact of inclusive education in the school environment is seen in the development of

socio-emotional competences and the creation of safe and respectful learning environments.

Teachers highlight that inclusion fosters values such as empathy, tolerance and respect,

contributing to a comprehensive education that prepares students for life in society. From this

perspective, inclusive education becomes a means to build a more just and cohesive society,

where all individuals have the opportunity to develop fully, regardless of their differences.

Educators highlight that by interacting with diverse peers, students without special needs also

benefit, as they learn to coexist and collaborate in an environment where differences are valued

and respected.

The need for inclusive policies and continuous teacher training

A recurring theme in the teachers' testimonies is the urgent need for ongoing training in

inclusive strategies. Although many of them have incorporated some inclusive tools and

methodologies, they recognise that their training is insufficient to deal with the complexity that

diversity brings with it. In this sense, teachers consider it essential that educational institutions

and government agencies invest in teacher training programmes specialised in inclusion and

diversity. There is also a clear demand for broader and more coherent inclusive policies that not

only focus on disability, but also respond to the reality of other groups at risk of exclusion, such

as migrants, ethnic minorities and students from disadvantaged socio-economic backgrounds.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(4), 38-59, 2024

Percepción de los docentes de aula sobre la educación inclusiva desde una experiencia en Colombia

Classroom teachers' perceptions of inclusive education from a Colombian experience

Marlon Alirio Martínez-Sarmiento

CONCLUSION

From a phenomenological perspective, Colombian teachers' perception of inclusive education is

articulated as an experience deeply committed to recognising the uniqueness of each student.

In their testimonies, an understanding of inclusive education emerges not only as a strategy, but

as an act of genuine respect for human diversity, where each individual is valued in their totality

beyond their conditions, abilities or cultural differences. For teachers, this experience becomes

a constant pedagogical challenge, where lack of resources and lack of specialised training are

experienced as barriers that make it difficult to respond adequately to the needs of all students.

Nevertheless, there is a sensitive and open disposition towards inclusion, manifested in a desire

to build learning spaces that encourage the participation and integral development of each

student. Despite institutional limitations, teachers' commitment is rooted in the conviction that

inclusive education is a path towards the realisation of a full and humanising education, which

requires systematic accompaniment and strengthening in order to transform this commitment

into a daily reality in the classroom.

FUNDING

Non-monetary

CONFLICT OF INTEREST

There is no conflict of interest with persons or institutions involved in research.

ACKNOWLEDGEMENTS

To all those involved in the research.

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