Actitud del docente frente a la inclusión educativa

The new educational reforms aimed at the inclusion of people with Special Educational Needs (SEN) related or not with a disability in the schools of regular education and the current context in which the teachers are involved, who are the direct actors involved in education. Teachers must adapt to a new modality of education, which requires inclusive education; for this reason, the work of the teachers in the educational process has evidenced diverse attitudes, these being considered as an important aspect in the learning process of students. That is because in this research project it was proposed to determine the attitude of teachers of basic education inside the educational inclusion of SEN in Unidad Educativa Manuelita Sáenz during the period 2016 - 2017. The information obtained for this research was applied the collection, analysis and discussion of data, which helped to confirm that there are certain integrative and non-inclusive positions which limit a good inclusion. In the accomplishment of the present project several methods and techniques were used, the descriptive method was very useful for the evaluation and identification of the different aspects that entailed to determine the attitude of the teacher as object of study; another method used was the bibliographical method, this one was used in the search of documentary sources, books, magazines, among others for the development of the theoretical framework.Las nuevas reformas educativas encaminadas a la inclusión de personas con Necesidades Educativas Especiales (NEE) asociadas o no a una discapacidad en las escuelas de educación regular y el contexto actual en el que se desenvuelven los docentes, quienes son los actores directos involucrados en educación, se convierte en un tema de interés. Los docentes deben adaptarse a una nueva modalidad de enseñanza, que exige la educación inclusiva; debido a esto, la labor del maestro/a en el proceso educativo ha evidenciado actitudes diversas, siendo éstas consideradas como un aspecto importante en el proceso de aprendizaje de los estudiantes. Es por ello que en este proyecto investigativo se propuso determinar la actitud de los docentes de educación básica frente a la inclusión educativa de las NEE en la Unidad Educativa Manuelita Sáenz durante el periodo 2016 – 2017. Con la finalidad de obtener información, a esta investigación se realizó la recolección, análisis y discusión de datos, lo que ayudó a constatar que existen ciertas posturas integradoras y no inclusivas en el objeto de estudio, que limitan una buena inclusión