Educational inclusion from the perception of Peruvian educational actors: Are there barriers to learning?

Abstract

In Peru, progress has been made in educational policies and in promoting a more inclusive culture, however, barriers remain that prevent inclusive schools from becoming an effective reality for students. This qualitative study aims to identify, categorize, and analyze the main barriers that hinder the learning of children subject to inclusion, from the perspective of educational stakeholders in basic education in Peru. Data collection was carried out using semi-structured interviews based on four guiding categories: policy, pedagogy, accessibility, and culture. Data analysis and processing were carried out using ATLAS.ti software. The main findings show the difficulties that arise in the teaching process due to the lack of adoption of educational methodologies that address the diverse needs of students, as well as the lack of specialized teacher training to serve students. It is concluded that it is necessary to promote inclusion through institutional management to raise awareness among the educational community and change beliefs and attitudes that perpetuate exclusion.