Por una evaluación incluyente: el principio de una educación equitativa

Abstract

The lack of teaching preparation at the undergraduate level to address students with motor, sensory and cognitive difficulties in the regular classroom and the absence of an interdisciplinary team to support the teacher in the classroom has been a reality in educational institutions in Colombia for more than a decade. In order to provide an appropriate attention to this population and their families, it is necessary to generate an institutional policy that allows the establishment of principles that contribute to the curriculum flexibilization by teachers.
In this research article, the perceptions of the teachers belonging to the IED Tecnológico de Madrid were compiled to cooperatively create an evaluative design based on the principles of law and family accompaniment that guarantees the rights of the students with some of the difficulties mentioned above.