School inclusion practices in the department of Sonsonate: a pilot study at Centro Escolar República de Haití

Abstract

The objective of this research was to identify the present knowledge, the implemented strategies, the attitude problems and the training found at the Centro Escolar República de Haití in relation to the learning problems inside the classroom in order to promote the social and cognitive inclusion of children with learning problems/ disabilities. With this in mind, a transversal descriptive design was applied. The study was conducted in two stages. The first one, called Quantitative Phase, was conducted via descriptive observation through an arbitrary observation criterion; the second one, the Qualitative Phase, used semistructured interviews.

The faculty from the primary school facilitated data about those students with learning difficulties.

 Among the main results, there can be mentioned the fact that some faculty members had a negative opinion about students with learning difficulties and/or disabilities attending the regular school since they cannot be adequately assisted, an aspect which relates to the need in training on how to effectively manage children with learning disabilities inside the classroom, in addition to the apathy that they have to do it. In relation to the characterization of children, it can be appreciated that there are learning problems in the areas of verbal and written communication, reading, mathematics, cognitive aspects, personal appearance and care, and organization as well as psychomotor skills.