Continuous training of teachers in educational inclusion of students with intellectual disabilities in Colombian basic education

Abstract

This article responds to the need to improve the continuing education of teachers of Primary Basic Education in order to contribute to the educational inclusion of students with Intellectual Disabilities in the Colombian context. The research procedure assumes as its main methodological criterion the complementarity of qualitative and quantitative methods, which allows them to be used from a scientific perspective to understand the object of study. As a result, a continuing education strategy is proposed based on situated learning, which favors the theory-practice link and takes into account the experiences of teachers, thus promoting the updating and improvement of knowledge, skills and values ​​to respond to current needs arising from the field of teacher training and performance, as well as to the demands posed by the educational inclusion of students with Intellectual Disabilities.