Implementation level of inclusive education policies by educational management

This study evaluated the level of implementation of inclusive policies by educational management and teachers at the primary and secondary levels, in order to inform a proposed training program within the Dominican education system. Using a quantitative approach and a non-experimental, descriptive design, a census was administered to the entire population of the selected schools, comprised of 10 principals, 50 teachers, 20 teacher coordinators, 10 counselors, and 10 psychologists. The instrument consisted of a Likert-scale questionnaire structured around seven dimensions (educational management, inclusion strategies, inclusion policies, continuing education, training programs, program advising, and support strategies), which was validated by expert review and statistically processed using frequency analysis in SPSS. The results revealed a high prevalence of unfavorable assessments (categories associated with disagreement or non-attendance), highlighting critical weaknesses in specific inclusion classroom strategies (65%), inclusion policy (85%), professional development (97%), training programs (72%), and support and follow-up (85%). Based on these results, there is an urgent need to share this research with the entities responsible for ensuring educational quality and equal opportunities for all, regardless of specific educational support needs. This study contributes to raising awareness among institutional authorities regarding the effective implementation of current regulations governing the philosophy of Dominican education.

Keywords:
statistical analysis; inclusive education; active teacher training; educational management; educational policy