Inclusive education for psychosocial intervention in groups of minors in a situation of vulnerability.

Abstract

The objective of the present study is to detect the inclusive strategies carried out by elementary school teachers for intervention in students with a situation of Social vulnerability. For this, an investigation was carried out with a quantitative approach, where the questionnaire-scale on the integration and inclusion of people with educational and diverse needs was applied (Gento, 2008). The sample consisted of 134 professors belonging to the municipalities of Hermosillo and Guaymas, Sonora (Mexico). The results indicate that the professors have an acceptance that the students have knowledge from which they have to start, they show affinity towards human diversity; there is a need for appropriate education and training to provide care; values are promoted, democracy exists and schools assert the right to inclusion. Finally, the use of collaborative work strategies, promotion of values and communication between members is evident. The most frequent vulnerable population are: students with special educational needs, dysfunctional families and socio-emotional problems. The importance of an inclusive vision, professional training and social practices for the effectiveness of inclusive education is concluded.