Política de cobertura y de calidad: Desafíos del docente que atiende a la diversidad educativa

Abstract

The article reveals the challenges elementary school teachers face when assigned students with special educational needs. The field research was conducted among a sample of 30 teachers from 1st to 3rd grade levels, selected in five public schools of Cali, Colombia. The research was carried out according to the participative action methodology, using social mapping techniques and focus groups. The results show that in order to improve educational coverage, school administrators must carry out a process of school management, and classroom spaces must be adapted physically and with specialized personnel to support teachers. In qualitative terms, academics spaces must be generated and reflection encouraged on pedagogy and evaluation strategies, to improve inclusive pedagogic practices.