Educational inclusion in multigrade classrooms: an approach to unidocency and bidocency Inclusión educativa en aulas multigrado: un acercamiento a la unidocencia y bidocencia

Abstract

The objective of this research was to promote the culture of educational inclusion in the one- and two-teacher teaching staff in the rural area, Valle Hermoso parish, Santo Domingo canton. The methodology has a qualitative approach, with an exploratory-transversal design. A non-probabilistic convenience sampling was used to select five teachers. Interviews were used as data collection instruments, with content validity through experts. The main results showed that there are several factors related to educational inclusion in multigrade classrooms, among them are: the different levels of education (Initial or Preparatory to Middle Basic), lack of availability of support from the DECE and the training needs of teachers in one- and two-teacher classrooms in innovation for teaching students with SEN. Therefore, a training program based on interactive workshops was designed and implemented, with the support of educational leaders, on true educational inclusion for teachers in multigrade classrooms. Based on the results obtained, it is suggested to the educational community to apply similar workshops at the beginning of each year to guarantee a quality and equitable education that promotes equal opportunities.