Retos y desafíos de los docentes regulares en la integración de los estudiantes con discapacidad del Centro Educativo la Primavera
| dc.contributor.advisor | Rascón, Enrique | |
| dc.creator | Marín, Migdalia | |
| dc.date.accessioned | 2026-05-18T21:13:53Z | |
| dc.date.available | 2026-05-18T21:13:53Z | |
| dc.date.issued | 2025-03-15 | |
| dc.description | This research analyzes the challenges faced by regular teachers at Centro Educativo La Primavera in the process of integrating students with disabilities. The study follows a non-experimental, cross-sectional, descriptive approach and was applied to a sample of 10 teachers through a closed-end questionnaire. The results show that, although most educators report having good communication with students and a positive attitude toward inclusion, significant limitations persist regarding specialized training, lack of resources, and difficulties in effectively implementing curricular adaptations. The study successfully identified the critical variables influencing difficulties in the inclusive education journey, specifically individual learner characteristics, resource deficiencies, systemic impediments, and the level of professional teacher development. Findings reveal that 80% of teachers frequently face challenges and obstacles, confirming that inclusion requires greater training, technical support, and appropriate pedagogical strategies. These results demonstrate that, although attitudinal progress exists, it is still necessary to strengthen teacher preparation and improve institutional conditions to ensure effective and equitable educational integration for all students. | |
| dc.description.abstract | La presente investigación analiza las vicisitudes y complejidades inherentes a la práctica pedagógica del Centro Educativo La Primavera en el proceso de integración de estudiantes con discapacidad. El estudio responde a un enfoque de investigación no experimental, transeccional y descriptivo, aplicado a una muestra de 10 docentes mediante un cuestionario con preguntas cerradas. Los resultados evidencian que, aunque la mayoría de los educadores manifiestan tener buena comunicación con los estudiantes y una actitud positiva hacia la inclusión, persisten limitaciones importantes relacionadas con la falta de formación especializada, la escasez de recursos y la dificultad para realizar adaptaciones curriculares efectivas. El estudio permitió identificar los factores que influyen directamente en los desafíos del proceso inclusivo, tales como las características individuales de los estudiantes, la disponibilidad de materiales, las barreras institucionales y la preparación profesional. Los hallazgos muestran que el 80% de los docentes enfrenta retos y desafíos de manera frecuente, confirmando que la inclusión requiere mayor capacitación, apoyo técnico y mecanismos pedagógicos adecuados. Estos resultados demuestran que, aunque existen avances actitudinales, aún es necesario fortalecer la preparación docente y mejorar las condiciones institucionales para garantizar una integración educativa efectiva y equitativa para todos los estudiantes. | |
| dc.description.sponsorship | This research analyzes the challenges faced by regular teachers at Centro Educativo La Primavera in the process of integrating students with disabilities. The study follows a non-experimental, cross-sectional, descriptive approach and was applied to a sample of 10 teachers through a closed-end questionnaire. The results show that, although most educators report having good communication with students and a positive attitude toward inclusion, significant limitations persist regarding specialized training, lack of resources, and difficulties in effectively implementing curricular adaptations. The study successfully identified the critical variables influencing difficulties in the inclusive education journey, specifically individual learner characteristics, resource deficiencies, systemic impediments, and the level of professional teacher development. Findings reveal that 80% of teachers frequently face challenges and obstacles, confirming that inclusion requires greater training, technical support, and appropriate pedagogical strategies. These results demonstrate that, although attitudinal progress exists, it is still necessary to strengthen teacher preparation and improve institutional conditions to ensure effective and equitable educational integration for all students. | |
| dc.format | application/pdf | |
| dc.format.extent | 86 páginas | |
| dc.identifier.uri | https://repositorio2.udelas.ac.pa/handle/123456789/1661 | |
| dc.language | spa | |
| dc.publisher | Universidad Especializada de las Américas | |
| dc.relation.uri | https://creativecommons.org/licenses/by-nc-sa/4.0/ | |
| dc.rights | https://creativecommons.org/licenses/by-nc-sa/4.0/ | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.rights.license | https://creativecommons.org/licenses/by-nc-sa/4.0/ | |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc-sa/4.0/ | |
| dc.subject | inclusión educativa | |
| dc.subject | discapacidad | |
| dc.subject | docentes regulares | |
| dc.subject | retos | |
| dc.subject | adaptación curricular | |
| dc.subject | inclusive education | |
| dc.subject | disability | |
| dc.subject | regular teachers | |
| dc.subject | challenges | |
| dc.subject | curricular adaptation | |
| dc.title | Retos y desafíos de los docentes regulares en la integración de los estudiantes con discapacidad del Centro Educativo la Primavera | |
| dc.type | Thesis | |
| dc.type | info:eu-repo/semantics/bachelorThesis | |
| dc.type | info:eu-repo/semantics/updatedVersion | |
| repositorio.trabajodegrado.carrera | Licenciatura en Educación Especial | |
| repositorio.trabajodegrado.facultad | Facultad de Educación Especial y Pedagogía | |
| repositorio.trabajodegrado.sede | Panamá | |
| repositorio.trabajodegrado.tipo | Tesis - Licenciatura |