Teachers' perceptions of inclusive education in university education contexts

Percepciones de los docentes sobre la educación inclusiva en los contextos de educación universitaria

Abstract

This research paper addresses the topic “Teachers' perceptions of inclusive education” in university contexts at the Estelí Regional Center, UNAN-Managua/CUR-Estelí, during the 2025 academic year. A qualitative approach was used with information gathering instruments such as open-ended interview guides, observation guides, and focus groups, applied to social science teachers. The results indicated that teachers understand that inclusive education is a process that encourages the integration of everyone in the same space regardless of differences, promoting the development of skills. However, they mentioned difficulties such as students' lack of understanding, their negativity towards trying something new, and the lack of appropriate conditions to address some cases. They also pointed out that they had not received specific training to address all special needs, although some participated in workshops that allowed them to acquire skills. A positive environment and practices were observed, and teachers showed a committed attitude. It is concluded that strengthening teacher training is essential, along with adapting strategies according to the characteristics of specific students.

KEYWORDS: Perception; Education; Inclusion; Skills.