Building Inclusive Policies in Basic Level Education

Abstract

Purpose: The purpose of study inclusive education is the answer to the social marginalization of people that are considered as imperfect or inhuman. The intention is to get recognition of discriminated people through inclusive public policies. In addition, the purpose of the research was to stablish the relationship of factors associated to institutional cultures, policies, and inclusive practices in teachers of basic education. Method: This research used the quantitative methodology, with a basic type, non-experimental and transactional design. The sample included 102 teachers of basic education and the instrument used Likert scale questions. Evaluating the results, there are factors related to the other elements were mentioned before. Those aspects have a connection with factors like sex, age, employment characteristics and employment status. Results and conclusion: Entities like the National Council of Education recognizes the evolution that exists with the inclusive public policies, including the action of all members involved, Adapting those objectives to the Peruvian reality, inclusion and diversity were included in the National Curriculum for Basic Education. The main goal of this action is to give students more opportunities in the education system, following the standards. Research implications: Inclusive education includes national and international policies, and aspects related to theorical and practical research. This paper shows the inclusive education as an educational ideal, considering visions of the area. It also has different beliefs about the purpose, the content, and the way of how education is organized. Originality/value: Inclusive teaching means a change to value and respect diversity, allowing that society can improve human development. To bet on inclusive education offers more and better opportunities to train, develop and invite the society to be part of a commitment.