An exploration of inclusive and equitable education and practices of teachers at the Universidad Autónoma de Tamaulipas.

Abstract

The objective of the research was to identify the knowledge and practice of inclusive education during the pandemic by the faculty of the Autonomous University of Tamaulipas in order to obtain elements to be included in a teacher training program based on the principles of an inclusive school, the which integrated a quantitative, non-experimental cross-sectional approach with a descriptive scope. 413 teachers participated and the sample was non-probabilistic. The results showed that teachers diversify forms of representation of information and content, facilitate the expression and interest of knowledge, but ignore even elements of communication and collaboration such as Mexican Sign Language, Braille system and inclusive technology. In the future, it will continue to be a challenge to move towards inclusive education.