Importancia de la formación docente en la atención a estudiantes con necesidades educativas especiales

Abstract

This research aims to analyze the influence of teacher training on the care of students with special educational needs (SEN), based on the testimony of a mother who is also a teacher. Inclusive education is an essential principle of modern education systems, but its effective implementation requires teachers trained to address diversity. For this inclusive approach to be realized in practice, adequate teacher training and the adaptation of teaching strategies are essential. The research adopts a qualitative approach, using a semi-structured interview that explores the inclusion experience of a student with a 40% intellectual disability and moderate mental retardation. The results reveal insufficient teacher training to implement adaptable teaching strategies and make curricular adjustments. The mother points out that, while teachers are willing, they lack specific training, which negatively impacts students' academic and social development. A weak relationship between the teaching staff and the Student Counseling Department (DECE) is also identified, which limits the impact of institutional interventions. The discussion highlights that inclusion cannot be limited to the physical presence of students in the classroom, but rather requires conscious pedagogical practices and accessible educational environments. Teacher training must be ongoing, ethical, and diversity-oriented, thus enabling equitable and quality education. In conclusion, strengthening teacher training and fostering effective collaboration between families, teachers, and support services is essential to achieving sustainable educational inclusion.