The status of the inclusive process at Technical Secondary School 72 from the teaching staff's perspective.

Abstract

The purpose of this research was to analyze the current status of the inclusion process at the Technical Secondary School 72 from the teachers' perspective. The research was conducted using a quantitative, post-positivist paradigm. Regarding the inclusion process, the results highlight that 23.1% of the school community considers it to be at an adequate level, while 59% consider it to be good, and only 17.9% consider it to be average; therefore, it is concluded that the institution is pursuing a process that promotes the appreciation of diversity, fosters equal opportunities, encourages participation, solidarity, and cooperation, and develops intervention strategies to identify and address the personal needs of its students.