Competencia de prácticas inclusivas: las TIC y la educación inclusiva en el desarrollo profesional docente

Abstract

Abstract The objective of this study was to design the “Competence of Inclusive Practices” which was articulated to the route of the “ICT Competences for Professional Teacher Development,” of the Ministry of Education of Colombia (2013), and thus to fully evaluate 30 teachers of an educational institution in the city of Bucaramanga, in order to recognize their individual or collective training needs, and to formulate appropriate interventions. The research was supported theoretically in guidelines offered by the Ministry of Education of Colombia, the Index for Inclusive Education (Booth and Ainscow, 2011), and empirical researches developed in Latin American countries, including Colombia. The research approach was quantitative, with a descriptive design, which allowed to establish that Inclusive Practices Competence integrated pertinently postures of inclusive education and criteria of the functional framework of Information and Communication Technologies (ICT) in education in addition, it made it possible to know teachers’ perception of the level of competence in relation to the competence level they were (placed) they stated to be located at a low level (explorer) in the development of skills for Inclusive Practices Competence.