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Pedagogical practices versus inclusive education from the teacher's perspective

Abstract:

This study compared the pedagogical practices of teachers in the city of Cúcuta through the Educational Inclusion Questionnaire (CIE). With a nonexperimental quantitative methodology of descriptive scope, sampling was non-probabilistic, represented by 348 teachers. The results show that there are no significant differences according to gender and pedagogical practice. When contrasting the educational institutions, a significant difference was found, which can be associated to the training level and to the qualification plans of the different educational institutions.