Inclusive competences in initial training : the teacher for inclusive education

Abstract

Inclusive education is a challenge. Both national and international, it has been insisted in that education policies of each nation should be oriented to allow the implementation of this teaching-learning scheme, so that education will be accessible to all under equal conditions. In the case of Peru, the General Education Law and the Law for Persons with Disabilities emerged with the purpose of implement the inclusive education, but these laws are not applied in practice. In addition to this challenge, there is the phenomenon of initial teacher training, whose curriculum needs to include topics of study that help future teachers develop inclusive competencies to serve vulnerable students in an appropriate manner. This study shows the extent to which teachers in Peru receive solid training in the social model of disability as a basis for understanding the phenomenon of inclusion. It also presents the inclusive competencies that should be considered in initial teacher training, and the importance of determining the theoretical currents that offer data related to inclusive education in order to integrate them into an inclusive curriculum proposal. The present research was conducted with a qualitative approach, through a documentary analysis from whose systematization of the information emerged the three main themes addressed in this study. The findings indicate the need for new teachers to understand the importance of inclusion during their training, based on the integration of an inclusive curriculum built from national and international regulations, which should be part of the graduate profile of this type of professional.