The teaching attitude towards educational inclusion in the rural sector of El Salvador
DOI:
https://doi.org/10.51378/eca.v72i751.3267Keywords:
Education, El Salvador, Disability, Inclusion, Teacher trainingAbstract
With the universal pressure to provide education for all and international recognition of the limited access for children with disabilities, inclusive education has become important to governments around the world. El Salvador’s Ministry of Education seeks to establish inclusion as an integral part of their efforts to meet the needs of children across the country, but this is a difficult process, especially for a country with limited resources. Teacher attitude is an important factor in the success of inclusion programs. There is a need for more knowledge of the situation in developing countries and especially in schools across the rural areas of El Salvador. This research is a case study of eight rural schools in the municipality of San Isidro, Cabañas, El Salvador, using an open question survey and interviews with teachers to investigate their attitudes regarding inclusion. The findings of this study revealed that teachers agreed with the philosophy of inclusion, but believed that some children with disabilities would receive a better education in special schools. They desired more training on disability and inclusion strategies and believed that a lack of resources, including materials and personnel, has been a major barrier to inclusion. Teachers also expressed concern about the essential role of family support for children with disabilities.
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