Initial diagnosis for school inclusion in teacher training in higher normal schools. Case study: Escuela Normal Superior Federal de Aguascalientes 'Profesor José Santos Valdés'

摘要

This work presents an initial diagnosis for school inclusion applied in educational practices in the training of teachers in upper normal schools. Considering the need for inclusion in the classroom based on international and national trends on social and educational inclusion, this diagnosis is developed with the aim of presenting guidelines that allow an adequate implementation of this inclusion. The diagnosis defines elements of analysis in trans-disciplinary work, defining the profile of the individual for educational intervention, to name a few elements. The implementation in an initial stage is presented, as well as its application in a case study at the Escuela Normal Superior Federal de Aguascalientes. In this first diagnosis, teachers from the Superior Normal School, state specialists in educational inclusion and specialists in inclusive technologies were involved. The results obtained in this stage were the initial training of the students on how to deal with specific cases of a physical or cognitive disability in the classroom.