Training teachers for inclusion: evaluation of a system of actions.

Abstract

INTRODUCTION. Inclusion in education is the paradigm that international entities and many countries around the world have assumed for several years. It defends and legitimizes diversity to build teaching systems that adjust their functions to the demands of a diverse student body, guaranteeing effective educational opportunities. In Cuba, education policies are consistent with these purposes. The role of the teacher is relevant in the improvement actions, including their initial and continuous training process. This research aims to evaluate the design of a system of intervention actions aimed at teachers to strengthen their preparation as a driver of inclusion. METHOD. The methodology followed is based on the evaluation of intervention programs, specifically in one of the moments of the process (evaluation of the design), from its implementation in the teaching staff of a pedagogical school in Havana, Cuba. RESULTS. The assessment of each of the components of the share system demonstrated its strengths and operation, as well as elements subject to improvements for future editions. Which shows that the proposal constitutes a possible alternative to strengthen the preparation of teachers. DISCUSSION. School intervention is a real challenge. The commitment to inclusive education paves the way for school transformation but daily educational practices have their own rhythms. In a current scenario, marked by the effects of Covid-19, education must reaffirm its commitment and its actions to be inclusive, developmental and capable of offering all students a comprehensive training of quality and meaningful for life.