Educational Inclusion in Technical-Professional Education: Strategies and Challenges for Teachers

Education is a fundamental right for all individuals, and diversity is an inherent characteristic of the human condition, significantly impacting the educational field. Inclusive education aims to ensure access to quality education for all students by removing barriers and fostering participation to...

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Autores principales: Carrivale , Marcela Alejandra, Santucho, Melody, González, Edgardo Matías
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2025
Materias:
Educación técnica profesional
Inclusión
Estrategias pedagógicas
Formación docente
Recursos didácticos
Technical and Vocational Education and Training
Inclusion
Pedagogical strategies
Teacher training
Didactic resources
Acceso en línea:https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/971
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Revista de la Escuela de Ciencias de la Educación de Universidad Nacional de Rosario
id I15-R208-article-971
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spelling I15-R208-article-9712025-07-01T15:15:54Z Educational Inclusion in Technical-Professional Education: Strategies and Challenges for Teachers Inclusión educativa en la educación técnico-profesional: estrategias y desafíos para docentes Carrivale , Marcela Alejandra Santucho, Melody González, Edgardo Matías Educación técnica profesional Inclusión Estrategias pedagógicas Formación docente Recursos didácticos Technical and Vocational Education and Training Inclusion Pedagogical strategies Teacher training Didactic resources Education is a fundamental right for all individuals, and diversity is an inherent characteristic of the human condition, significantly impacting the educational field. Inclusive education aims to ensure access to quality education for all students by removing barriers and fostering participation to achieve optimal learning outcomes. However, in Technical Secondary Schools, inclusive education presents several significant challenges.This research study aims to analyze the teaching strategies and didactic resources implemented to adapt these practices to students’ individual needs and promote inclusive education. The study follows a mixed-methods approach, integrating both qualitative and quantitative elements. Some of the findings indicate that teachers apply general guidelines to address students’ needs. However, it was observed that teachers in technical secondary schools often work in isolation, which does not favor inclusive education. Therefore, it is essential to strengthen this approach in the training of future educators. La educación es un derecho para todas las personas, y la diversidad es una característica de la condición humana, la cual presenta una alta repercusión en el ámbito educativo. La inclusión educativa busca garantizar el acceso a una educación de calidad para todos los y las estudiantes, asegurando la eliminación de las barreras y aumentando su participación para el logro de los mejores aprendizajes. Sin embargo, en las Escuelas Secundarias Técnicas, presenta varios desafíos significativos. En este estudio, el objetivo fue estudiar las estrategias de enseñanza y los recursos didácticos implementados, con el fin de adaptar estas prácticas a las necesidades individuales de los estudiantes y promover la inclusión educativa. El estudio se desarrolla a partir de un enfoque metodológico mixto, combina elementos cualitativos y cuantitativos. Parte de los resultados manifiestan que los docentes emplean normas generales, que respondan al estudiante. Se observó que los docentes de las escuelas secundarias técnicas, trabajan de manera aislada, lo cual no favorece a la educación inclusiva, por lo tanto, es importante que este enfoque sea fortalecido en la formación de los futuros docentes. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2025-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/971 10.35305/rece.v2i20.971 Revista de la Escuela de Ciencias de la Educación; Vol. 2 Núm. 20 (2025) 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/971/832 Derechos de autor 2025 Marcela Alejandra Carrivale , Melody Santucho, Edgardo Matías González https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-208
container_title_str Revista de la Escuela de Ciencias de la Educación
language Español
format Artículo revista
topic Educación técnica profesional
Inclusión
Estrategias pedagógicas
Formación docente
Recursos didácticos
Technical and Vocational Education and Training
Inclusion
Pedagogical strategies
Teacher training
Didactic resources
spellingShingle Educación técnica profesional
Inclusión
Estrategias pedagógicas
Formación docente
Recursos didácticos
Technical and Vocational Education and Training
Inclusion
Pedagogical strategies
Teacher training
Didactic resources
Carrivale , Marcela Alejandra
Santucho, Melody
González, Edgardo Matías
Educational Inclusion in Technical-Professional Education: Strategies and Challenges for Teachers
topic_facet Educación técnica profesional
Inclusión
Estrategias pedagógicas
Formación docente
Recursos didácticos
Technical and Vocational Education and Training
Inclusion
Pedagogical strategies
Teacher training
Didactic resources
author Carrivale , Marcela Alejandra
Santucho, Melody
González, Edgardo Matías
author_facet Carrivale , Marcela Alejandra
Santucho, Melody
González, Edgardo Matías
author_sort Carrivale , Marcela Alejandra
title Educational Inclusion in Technical-Professional Education: Strategies and Challenges for Teachers
title_short Educational Inclusion in Technical-Professional Education: Strategies and Challenges for Teachers
title_full Educational Inclusion in Technical-Professional Education: Strategies and Challenges for Teachers
title_fullStr Educational Inclusion in Technical-Professional Education: Strategies and Challenges for Teachers
title_full_unstemmed Educational Inclusion in Technical-Professional Education: Strategies and Challenges for Teachers
title_sort educational inclusion in technical-professional education: strategies and challenges for teachers
description Education is a fundamental right for all individuals, and diversity is an inherent characteristic of the human condition, significantly impacting the educational field. Inclusive education aims to ensure access to quality education for all students by removing barriers and fostering participation to achieve optimal learning outcomes. However, in Technical Secondary Schools, inclusive education presents several significant challenges.This research study aims to analyze the teaching strategies and didactic resources implemented to adapt these practices to students’ individual needs and promote inclusive education. The study follows a mixed-methods approach, integrating both qualitative and quantitative elements. Some of the findings indicate that teachers apply general guidelines to address students’ needs. However, it was observed that teachers in technical secondary schools often work in isolation, which does not favor inclusive education. Therefore, it is essential to strengthen this approach in the training of future educators.
publisher Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
publishDate 2025
url https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/971
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last_indexed 2025-09-04T05:06:01Z
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