Factors limiting teachers in inclusive integration of children with special educational needs
DOI:
https://doi.org/10.5377/ribcc.v2i1.5704Keywords:
Inclusive, Down Syndrome, DisabilityAbstract
The present essay focused on reviewing the implementation of strategies that will facilitate teaching the integration of children with educational needs associated or not with a disability and that is why the Government of Reconciliation OF National Unity (GRUN) in coordination with the Ministry of Education (MINED) Nicaragua and consequently with the commitment acquired within the action framework to carry out actions aimed at providing an education that meets the educational needs of all and all children, young people and adults. In conclusion, educational inclusion presents a complexity that can be understood
better if you have the teacher as the relevant and key agent of this process. The attitude of teacher with respect to these practices, depending on their attitude can be constituted in a barrier or a facilitating agent. On the other hand, the available resources facilitate or limits the possibilities or opportunities to generate more inclusive educational spaces.
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