The teacher preparation for the educational inclusion of students with neurodevelopmental disorders

Abstract

The preparation of primary school teachers is a priority given the increasing transformations and demands faced by the educational context of the world today. This has allowed the identification of deficiencies in their preparation regarding situations that arise in Cuban schools, including working with students with neurodevelopmental disorders. The objective of this research is to propose a pedagogical strategy to primary school teachers to enhance the educational inclusion of students with neurodevelopmental disorders. Empirical, theoretical, and statistical-mathematical methods were used for the realization of this research, which allowed identifying deficiencies in teacher preparation and making an accurate diagnosis of the current situation they were in. A survey, observation guide, and document analysis were conducted for this purpose. The design and implementation of a pedagogical strategy yielded satisfactory results based on the criterion of the receiving user. These results lie in the improvement of teachers' preparation, both personally and professionally, as networks of support with other teachers in the same situation were strengthened. Furthermore, there is evidence of greater motivation on their part to plan, organize, and implement actions that include students with neurodevelopmental disorders. The relevance of this research lies in the forms of teacher preparation from a perspective of addressing diversity.