Actitudes docentes hacia la inclusión de estudiantes con necesidades educativas especiales en Santa Rosa, provincia de Santa Elena, en el periodo 2025-2026

Abstract

Abstract: The purpose of this study was to characterize the attitudes of teachers at the Dolores Elena Cabrera Quelal Public School toward the inclusion of students with special educational needs during the 2026 2027 school year. The study was conducted using a quantitative approach, with a non-experimental, crosssectional design at the descriptive level. The population consisted of 34 teachers, from which a sample of 25 participants was selected using non-probabilistic convenience sampling. Data were collected using a survey and the SACIE-R scale, which assesses the dimensions of feelings, acceptance, and concerns related to inclusion in the educational setting. Consequently, this research allowed us to identify the predominant attitudes among teachers and recognize those aspects that require strengthening to promote a more inclusive education. Based on the results obtained, we propose teacher training strategies aimed at fostering positive teacher attitudes toward inclusion and contributing to the development of pedagogical practices that address the diversity present in classrooms.