CHALLENGES IN THE INCLUSIVE EDUCATION OF VULNERABLE GROUPS IN ELEMENTARY: PERSPECTIVES OF THE SONORA MEXICO TEACHERS

Abstract

The objective of this research is to detect the main challenges in inclusive education in attention to students in a situation of vulnerability (poverty, dysfunctional family, disability, indigenous ethnicity, among other) from the perspective of public primary teachers in the state of Sonora, Mexico. Through the analysis of the variables of type of vulnerability, initial and continuous training, teaching practice and educational resources for inclusion. A methodology with a mixed exploratory-descriptive approach and with a non-experimental design was used, using the Questionnaire-scale on the integration and inclusion of people with educational and diverse needsas data collection techniques (Gento, 2008), Index of inclusion (Booth and Ainscow, 2000) and the focus group technique. The sample was made up of 105 public primary education teachers in Hermosillo, Sonora in the quantitative phase and in the qualitativephase, 30 teachers were selected. The results obtained report the most common type of vulnerability in the classroom is social in relation to a low economic situation, dysfunctional family, followed by some type of disability (visual, motor, intellectual or auditory), attention deficit hyperactivity disorder. The main challenges are in relation to the lack of teacher training in inclusive strategies generating insecurity and disagreement at work, the lack of adapted didactic material resources, facilities and real estate in public elementary schools; as well as specialized staff and support teachers trained in the care of vulnerable groups.