Inclusive practices of teachers in classrooms of Chilean schools: A comparative study

Abstract

The existence of diverse classrooms in regular education schools currently represents a challenge for practicing teachers in Chile. This situation demands that the teaching staff implement a teaching adapted to the characteristics of the student body. The goal of this study is to identify and compare the inclusive pedagogical practices that teachers declare to execute in two schools in the Region of Coquimbo, Chile. The investigation was carried out from the quantitative approach, considering 88 participating teachers of diverse pedagogical training and years of experience. Information was collected through the instrument Guide for the Evaluation of Inclusive Practices in the GEPIA Classroom. Differences were found in some classroom pedagogical practices, especially considering sex and teacher-based training. The findings are relevant, generating an overview of the different pedagogical practices implemented, and on which the teachers say to make greater adjustments to provide an educational response to diversity.