Attention to Diversity in the University Environment: A Look from the Inclusive Pedagogical Practices

Abstract

Inclusive education happens when students participate and learn regardless of their conditions, therefore inclusive policies and practices must be promoted. This research was developed with the purpose of characterizing the inclusive pedagogical practices developed by teachers at the Universidad Pedagógica Nacional Francisco Morazán, in response to the diversity of learning needs of students. In this research, the qualitative methodology was chosen, through phenomenology, to understand in depth the educational reality, in terms of the inclusive practices of this group of teachers. The findings reflect that the practices developed by the teachers expose a heterogeneous interaction, since it is possible to identify in their pedagogical spaces the presence of students with diverse learning needs; diverse forms of participation and communication are privileged. This research provides an approach to inclusive processes in the university space from the perspective of its protagonists, as a key piece in the process of educational inclusion of students.