Description

Objective: to determine the teachers’ attitudes towards the processes of inclusive education of students with intellectual disabilities, where the teacher’s attitude towards the students plays an important role in the educational act. Methodology: mixed paradigm, which gathers quantitative as well as qualitative methods, through the EAPROF survey and the cross-story interview applied to 45 teachers. Results: the teachers interviewed think that it is difficult to work with students with intellectual disabilities, because logistically the institutions do not have the adequate infrastructure, there is not enough training, it takes more time when preparing and planning different classes, there is no permanent accompaniment of a specialist in inclusion processes and neither material resources. Conclusion: In addition to generating institutional policies on educational inclusion, an attitude must be generated from the cognitive component that is more favorable to diversity and the special needs that students require.