Educational inclusion in technical vocational training

Abstract

Introduction: Inclusive education seeks to ensure that all students, regardless of their differences, have access to quality education. In the Ecuadorian educational system this is an issue that is invisible and to change this reality requires the collaboration of educational and public-private units, teachers, families, and the community to create accessible and equitable environments. In this context, teachers demand professional training, pedagogical advice that contributes to the learning processes of students with special needs, so through this research it is intended to initiate a process of transformation in the academic processes of Baccalaureate in the Educational Unidad General Medardo Alfaro (UEGMA) of the province of Santo Domingo de Los Tsáchilas. Objective: Analyze the incidence of educational inclusion in the technical training of students with NEE and the professional profiles of Machining and Metal Constructions; UEGMA Baccalaureate Marketing and Sales. Methodology: The research was based on a mixed causal correlational methodology; the research focus is sized in two variables: educational inclusion analyzed in parents and professional technical training from the perspective of teachers. Results: the disability that predominates in the UE is intellectual, teachers need to update their training and continuous training processes that allow them to develop skills for the pedagogical process of students with NEE, parents must be an active part of the educational processes. Conclusion: to contribute to educational inclusion, professional training, strategies, methodologies, and training spaces are required, which are proposed in a teacher strengthening plan with a view to inclusion. General study area: Technical Baccalaureate. Specific area of ​​study: Inclusive Technical Baccalaureate.