Competencies of teachers to care for primary level students with disabilities

Abstract

Inclusion is one of the pillars of the Education for Better Living model assumed by the Ministry of Education of the Dominican Republic in order to guarantee that all students can obtain the expected learning. The objective of this article is to describe the competencies that primary level teachers have for the care of students with disabilities in two institutions of the Educational District 02-05 of the San Juan Este region. The research corresponds to a qualitative approach methodology with a field design. An interview script was applied to 22 teachers at the primary level, 15 belong to the Francisco del Rosario Sánchez School and 7 to the Urania Montás School. For the analysis of the information, the ATLAS software was used. TI.24. The results show that the interviewed teachers do not have the competencies required to attend primary level students with disabilities which limits the processes of inclusion in the classroom. Teachers express a positive attitude about the need to receive training to achieve compliance with educational policies of inclusion and respect for the human rights of students.

Keywords:
Educational inclusion; teacher training; public policies; competencias