Article

Inclussion: A technological intervention tool to strengthen inclusive processes in the classroom

Inclussion: A technological intervention tool to strengthen inclusive processes in the

classroom

Inclussion: Una herramienta tecnológica de intervención para fortalecer los procesos

incluyentes en el aula

Inclusão: Uma ferramenta de intervenção tecnológica para reforçar os processos inclusivos

na sala de aula

Claudia Milagro Fuentes Daza

B.A. in Special Education, Corporación Universitaria Iberoamericana, Cfuente3@ibero.edu.co,

https://orcid.org/0000-0003-4235-0327

Paola Andrea Molina Cardenas

Master's Degree, Corporación Universitaria Iberoamericana, pmolina1@ibero.edu.co,

https://orcid.org/

0000-0002-4973-6700

Remberto José Burgos Álvarez

Health Administrator, Corporación Universitaria Iberoamericana, rburgosa@ibero.edu.co,

https://orcid.org/0000-0002-9101-7312

Juan Gabriel Castañeda Polanco

Psychologist, Corporación Universitaria Iberoamericana, juan.castaneda@ibero.edu.co,

https://orcid.org/0000-0001-7632-7526

Received October 2021 - Accepted June2022

Revista Iberoamericana de la Educación

Vol - 6 No. 3, July - September 2022

e-ISSN: 2737-632x

Pgs 61-87

Abstract: The general objective of the research is to strengthen inclusive

processes in the classroom through "Inclusion" a virtual classroom, aimed

at eleven preschool and elementary school teachers of the Francisco Palau

y Quer School in the municipality of San Juan del Cesar La Guajira, which

compiles and presents a digital tool focused on the promotion and

strengthening of inclusive pedagogical processes. Inclusive contents were

generated within the curricular development and pedagogical tools to create

changes in the school paradigm. The qualitative approach, action research,

Article

Inclussion: A technological intervention tool to strengthen inclusive processes in the classroom

gathered information by applying the following instruments. First, an initial

survey to identify the inclusive technological processes in the institution and

the most recurrent learning barriers. Then, a triangulation was made through

direct observation. The main results indicated the lack of teacher training on

inclusion issues, gaps and digital illiteracy, and the absence of digital tools

to support the inclusive process. Finally, the semi-structured interview

instrument was applied after the inclussion virtual classroom intervention to

compile the pedagogical scope of the digital tool in the participating

teachers. The development and application of inclussion allowed

strengthening the teachers' work to apply inclusive didactic strategies in the

classroom.

Keywords: mobile application, school performance, mathematics, online

modality.

Resumen: El objetivo general de la investigación es fortalecer los procesos

incluyentes en el aula por medio de “Inclussión” un aula virtual, dirigida a

once docentes del nivel preescolar y primaria del Colegio Francisco Palau y

Quer del municipio de San Juan del Cesar La Guajira, la cual compila y

presenta una herramienta digital enfocada a la promoción y fortalecimiento

de los procesos pedagógicos incluyentes. Se generaron contenidos

inclusivos dentro del desarrollo curricular y las herramientas pedagogías

para crear cambios en el paradigma escolar. El enfoque cualitativo,

investigación acción, recopiló información aplicando los siguientes

instrumentos. Primero, una encuesta inicial para identificar los procesos

tecnológicos incluyentes en la institución y las barreras de aprendizaje más

recurrentes. Luego, se hizo una triangulación por medio de una observación

directa. Los principales resultados indicaron la falta de capacitación docente

en temas de inclusión, brechas y analfabetismo digital, y ausencia de

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Inclussion: A technological intervention tool to strengthen inclusive processes in the classroom

herramientas digitales que apoyen el proceso inclusivo. Finalmente, se

aplicó el instrumento de entrevista semiestructurada, después de la

intervención del aula virtual inclussion para compilar los alcances

pedagógicos de la herramienta digital en los docentes participantes. El

desarrollo y aplicación de inclussion permitió fortalecer el trabajo docente

para aplicar estrategias didácticas incluyentes en el aula.

Palabras clave: aplicación móvil, desempeño escolar, matemáticas,

modalidad en línea.

Resumo: O objectivo geral da investigação é reforçar os processos inclusivos

na sala de aula através da "Inclusão" de uma sala de aula virtual, destinada a

onze professores do ensino pré-escolar e primário da Escola Francisco Palau

y Quer, no município de San Juan del Cesar La Guajira, que compila e

apresenta uma ferramenta digital centrada na promoção e reforço dos

processos pedagógicos inclusivos. Foram gerados conteúdos inclusivos

dentro do desenvolvimento curricular e ferramentas pedagógicas para criar

mudanças no paradigma da escola. A abordagem qualitativa, de investigação

de acção, recolheu informações através da aplicação dos seguintes

instrumentos. Em primeiro lugar, um inquérito inicial para identificar os

processos tecnológicos inclusivos na instituição e as barreiras de

aprendizagem mais recorrentes. A isto seguiu-se a triangulação através da

observação directa. Os principais resultados indicaram a falta de formação de

professores sobre questões de inclusão, lacunas e analfabetismo digital, e a

ausência de ferramentas digitais para apoiar o processo de inclusão.

Finalmente, o instrumento de entrevista semi-estruturada foi aplicado após a

intervenção em sala de aula virtual de inclusão para compilar o âmbito

pedagógico da ferramenta digital para os professores participantes. O

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Inclussion: A technological intervention tool to strengthen inclusive processes in the classroom

desenvolvimento e aplicação da inclusão permitiu o reforço do trabalho dos

professores a fim de aplicar estratégias de ensino inclusivas na sala de aula.

Palavras-chave: aplicação móvel, desempenho escolar, matemática,

modalidade online.

INTRODUCTION

Inclusive education has been the result of the vindication of the universal right

to equity and education without any type of restriction (Castillo & Briceño,

2015). Imparting this type of education has been a fairly broad challenge for

all educators whose practices have very succinctly been able to integrate the

diverse population and therefore urges the call to build new ways of teaching

and learning that are generic from the school. The main challenges in the

inclusive educational process are the role of teachers trained and updated with

the use of technology in the teaching and learning process (Calvo G., 2013).

The teaching activity must evolve and become qualified to assume education

as a space of inclusion where all populations are welcome. Thanks to the

boom and ease of technological resources that increasingly have higher rates

of usability in education and by the types of progress achieved in terms of

educational inclusion (Alvarez, 2021).

This problem has motivated many researchers to search for the best way to

favor the teaching and learning process of students. At the international level,

Booth and Ainscow (2011) conducted empirical research developed in Latin

American countries, where it was possible to know the perception of teachers

regarding the level of competence in which they were located; manifesting to

be located at a low level in the development of skills for the competence of

inclusive practices. Similarly, in the United States, a learning model

integrating ICT in education was proposed, resulting in the conclusion that

technology-mediated education is the key to economic growth (U. S,

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Inclussion: A technological intervention tool to strengthen inclusive processes in the classroom

Department of Education, 2017). Thus, providing quality education to

students with learning limitations or barriers has become a relevant issue. In

which there is evidence of research aimed at improving educational practices.

At the national level, Duran (2017) states that one of the causes of the low

appropriation of technologies in educational institutions is the poor training

of teachers, and Hernández, Fernández and Baptista (2014) design a Virtual

Learning Environment to promote the pedagogical practices of primary

school teachers and identify that although teachers have a good perception of

inclusive education, they have difficulty in carrying out their pedagogical

practices with students with disabilities, due to lack of knowledge and the

need for training on the subject. In this way Viñas and Cuenca (2016) state

that the teacher must be trained constantly, having a learning attitude,

strengthening their strategies, methodologies and didactics, being digitally

competent. The government, committed to processes that support and serve

as an anchor to achieve quality improvement in the education (MEN, 2016).

To meet this challenge, teachers are trained in the pedagogical use of ICT,

managing to incorporate them as tools in the development of teaching, it is

the duty of the education system to generate training spaces for teachers, in

order to provide didactic tools to ensure relevant attention to children,

adolescents and young people (NNAJ) in vulnerable conditions (MEN, 2005).

In accordance with the above and with the research consulted, it is observed

that they have in common the need to implement technology, the creation of

didactic materials in each of the disciplines and the continuous training of

teachers in order to have better results and achieve that the current teaching-

learning processes integrate ICT in the classroom to meet the expectations of

quality and efficiency required by the society of the XXI century. To the set

of factors mentioned above, which affect the quality of education and have an

impact on the performance of children and youth in the inclusion process, the

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Inclussion: A technological intervention tool to strengthen inclusive processes in the classroom

question was posed: How can digital technologies strengthen inclusive

pedagogical processes in the classroom?

This research hopes to comply with the legal parameters at the national level

and provided from the Decree 1421 of 2017 for the development of the

training proposal to teachers, taking into account the problem that is based on

the absence of inclusive formative processes in the classroom, led by teachers

and the lack of interaction with digital strategies by teachers to understand

and appropriate issues of school inclusion, promoting inclusive practices,

enhancing the qualification of educators of the Francisco Palau and Quer

School in the municipality of San Juan del Cesar - La Guajira, focusing on

eleven teachers (focus group), preschool and elementary school level, with a

virtual classroom called "inclusion", a tool of easy access and interaction that

had as a priority to strengthen and promote innovative educational practices

for the inclusive population.

This is a social and educational research, it was conducted for the interest of

supporting the academic preparation of teachers around inclusive education

using technology. In the first instance a social motivation is justified

understanding that education is a universal right that converges in the

economic, social and emotional development contextualized and

contemplated in goal four of the 2030 agenda of the (United Nations, 2015)

education is the basis for improving life and sustainable development.

This research justifies a professional interest from the educational field to

understand and apply the new policies emanated in recent years by the

Ministry of National Education, which have a legal support since 1994 with

the general law of education and subsequent regulations such as decree 2082,

law 361, law 1346 and decree 1421 of 2017 that on paper would guarantee

educational inclusion but that really are far from the educational reality.

Based on the framework of the Inclusive theory which aims that the entire

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Inclussion: A technological intervention tool to strengthen inclusive processes in the classroom

population can access the available resources avoiding isolating those who

present barriers to learning and participation.

The positions of Miguel López (2011) and Gretel Valenciano Canet (2009).

"Teachers should prioritize inclusive strategies and practices in their teaching

processes, being very clear that exceptional people should learn the school

culture as any student of the center." (López, 2011, p. 41). In turn, Canet

(2009) mentions that "to create inclusive schools requires a pertinent

educational response to students in terms of their needs, didactic proposals

according to the heterogeneous characteristics of their students, considering

the interaction between the educational community, the use of resources and

educational practices that are integrated in the classroom".

From Inclusive Education, it was supported by Layton, Gómez, Sarmiento

and Mejía (2017), who in their study designed the "competences of inclusive

practices", articulating with the route of "ICT Competences for Professional

Development". Likewise, for Ramírez (2017), inclusive education aims to

identify educational needs of each NNAJ, carrying out actions that prevent

their social exclusion, in which academic and cultural education is included.

Viñas and Cuenca, (2016), expand this concept where they express the

importance of teacher training to strengthen their pedagogical practice at a

digital level. Regarding technological tools. According to Cabero and

Fernández, (2014), they facilitate communication, updating and training

processes for teachers, favoring quality education and eliminating barriers to

inclusion in the classroom.

ICTs provide ease for social and citizen participation, allow a more

participatory and interactive interaction, open the possibility of learning at a

distance and in different contexts, composed of an interaction between

science, education and technology (Gallego et al., 2004). Therefore, they

become a bridge between children, youth and adults (Muñoz-Borja, 2020).

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Inclussion: A technological intervention tool to strengthen inclusive processes in the classroom

They contribute to innovation, growth as sources of employment, increase

productivity, enhance competitiveness, highlight the inclusion of minorities,

people with disabilities, social and participatory education.

Consequently, the Ministry of Information and Communication Technologies

(MINTIC) establishes in Colombia under Law No. 1341 of 2009 to design,

adopt and promote ICT sector policies, plans and projects to promote access,

effective use and appropriation of ICTs (MinTIC, 2016). Therefore, it is

necessary to reduce the communication gap in the environment in an inclusive

manner (Brun, 2011). It is relevant to analyze the contributions of ICTs in

the inclusion process, since they are innovative tools for knowledge linked to

social learning, generating skills to those who use them, resulting in an

education that successfully responds to the permanent changes in the

environment (Ramos et al., 2015).

The above supports the importance of inclusive content within the curricular

development of all teachers and the tools, pedagogies or methodologies with

which inclusive content is articulated to generate a change in the school

paradigm.

According to (UNESCO, 2015) education must be accessible to all, without

class distinction, under conditions of equal opportunity, with guaranteed

regularity and continuity. For Arnaiz (2012). The school of the 21st century

is faced with the unavoidable objective of promoting a democratic and

inclusive education that guarantees the right of all children and young people

to receive a quality education based on the principles of equality, equity and

social justice. Then, inclusion means meeting with quality and relevance the

common needs of educational contexts, based on ethical conceptions, flexible

and innovative strategies oriented to the different learning styles and

capabilities of each individual. Echeita (2017), considers it relevant to create

the conditions for educational centers to be able to initiate and sustain

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Inclussion: A technological intervention tool to strengthen inclusive processes in the classroom

processes of improvement and educational innovation in the first place, to

recognize the multiple barriers (factors that may limit the presence, learning

and participation of students), and to transform such barriers into facilitators

of an educational action with the capacity to personalize teaching, adjusting

to the diversity of students and responding with equity to their educational

needs and aspirations.

According to (Booth and Ainscow 2002) and Fernandez (2013) the

fundamental principles of inclusive education are: Presence, participation and

progress. From this point of view, inclusive practices carried out by teachers

in inclusive education must take into account that all children and youth have

the right to be educated together with others, without any discrimination,

accepting diversity, identifying particular learning rhythms and applying a

flexible system that guarantees the progression of each and every one of their

students.

Pedagogical and didactic strategies are the actions performed by the teacher

with the purpose of facilitating training and learning in students Monereo

(1999) and Rosales (2004). And according to Santos and Portaluppi (2011)

didactic strategies are the set of activities that the teacher performs with clear

and explicitly pedagogical intentions. These strategies are tools for the correct

action of the teaching are the gateway to the full exercise of the rights that all

human beings possess (Omaña and Alzolar, 2017). These activities could be

through a virtual space and oriented to the use of didactic strategies adapted

to the population belonging to the diversity . From the perspective of the

authors López (2011) and Canet (2009) within schools it is necessary to stop

talking about barriers in the learning of children as some kind of disability,

instead strategies and practices that teachers implement in their teaching

processes should be prioritized.

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Inclussion: A technological intervention tool to strengthen inclusive processes in the classroom

Nowadays, the use of information and communication technologies (ICT) is

very important for the learning process (Romani, 2009), to achieve

meaningful learning, this implies that new ideas, concepts and propositions

can be learned meaningfully to the extent that other relevant ideas are

adequately clear and available in the cognitive structure of the individual

(Ausubel, 1983) . With the Universal Design for Learning (UDL), which is a

teaching model that takes into account the diversity of the classroom and

whose main objective is to achieve effective inclusion, minimizing physical,

sensory, cognitive and cultural barriers that may exist, it favors equal

opportunities in access to education for all.

It is intended to support the inclussion virtual classroom process with the

guide of the Technology Resource Wheel, organized around the three SAD

principles and the 9 main guidelines that define the strategies to be followed

in each principle.

This research had a qualitative approach, mediated by action research. It was

carried out by means of a series of instruments, first of all an initial survey to

the focal group of teachers, with the purpose of identifying the inclusive

technological processes applied in the institution and the most recurrent

learning barriers. A triangulation was made by means of direct observation in

the field diary, the semi-structured interview after the intervention and the

presentation of inclussion with the purpose of identifying the perception of

the teachers participating in the research.

MATERIALS AND METHODS

For the development of this research, the qualitative approach was

determined, which according to Herrera (2017 ), defines it as a process that

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Inclussion: A technological intervention tool to strengthen inclusive processes in the classroom

allows advancing in the understanding of how social actors live and construct

their social reality, from their daily intersubjectivity. Thus, the type of

research study was conducted based on action research, which aims to

improve the processes of educational transformation based on the

collaborative work of the participants , constitutes a rich methodological

option, allows the expansion of knowledge and generates concrete answers to

problems posed by researchers and co-researchers when they decide to

address a question, topic of interest or problematic situation and wish to

provide an alternative for change or transformation (Sequera 2014). to

strengthen the inclusive pedagogical process in the classroom through the

development and implementation of the tool inclussión, which compiles,

articulates and presents to teachers a virtual classroom with remote access

that focuses on the promotion and strengthening of the inclusive teaching-

learning process for teachers of the Colegio Francisco Palau y Quer San Juan

del Cesar, La Guajira, with the purpose of introducing different technological

didactic strategies based on a digital tool according to the needs of the target

population.

The population under study is centered on twenty-two teachers, from which

the sample for the research is made up of preschool and elementary school

teachers, with a total of 11 participating teachers, which is equivalent to 55%

of the teachers, 3 men and 7 women, with ages ranging between 30 and 40

years old. The teachers were selected based on the criterion of attendance

(100% of classes) at the educational institution, which is important for the

development and follow-up of the research activities. Regarding the

socioeconomic conditions of the teachers, it is pertinent to indicate that they

are in the municipal stratification scale 3 and 4, with easy economic

conditions, they have a professional academic training, the highest levels of

studies reached by most of them.

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Inclussion: A technological intervention tool to strengthen inclusive processes in the classroom

For data collection, techniques and tools were implemented and validated by

experts. The initial survey, It is characterized by the use of a series of

standardized procedures, from which a set of data is collected, processed and

analyzed from an estimated representative sample of the population. "The

main tool used in survey research is the questionnaire, which we can define

as the document that organizes the set of indicators of variables related to the

purpose of the survey" (Casas, Repullo & Donado, 2003). It was applied to

the target population, using digital technologies for education (Google form)

with the objective of identifying the most frequent specific school learning

disorders in the institution. With audiovisual materials, which are

technological instruments that present information using acoustic and optical

systems or a combination of both, and therefore can serve as a complement

to the classic means of communication for teaching, photos and videos were

used to evidence and record the development of the research project with the

teachers of the Francisco Palau y Quer School in the municipality of San Juan

del Cesar - La Guajira. Participant observation; in which the researcher

participates constantly within the group or sample in which the research is

being carried out. This observation is being carried out at all times in the

development of the sequences of activities and is noted in the template (field

diary), at the same time documentary evidence is collected and information

is selected through the reading of documents, books, magazines, recordings,

films, newspapers, bibliographies, reports of mass tests and enrollment book,

etc. Related to the learning barriers faced by teachers at Colegio Francisco

Palau y Quer.

For the development of this research, three phases were taken into account

for data collection: diagnostic phase, intervention and evaluation. At the

same time, techniques and instruments were used to develop the objectives.

Initially, the survey was implemented to the teachers of the focus group, first,

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Inclussion: A technological intervention tool to strengthen inclusive processes in the classroom

information was provided about the research project to be carried out by

applying the survey to identify the competencies and use of Inclusive

Pedagogical Strategies in the classroom mediated by ICT to support the

teaching-learning processes of students who present barriers to learning,

participation and communication. To complement the research, the school's

special educator and guidance counselor were interviewed to obtain

information on the process carried out at the individual level with children

with ID integrated into the classroom.

The data collected through the initial survey were organized in a database

according to the type of questions and variables, then we proceeded to cross-

check variables, which yielded results in contingency tables, which are

described and then allow us to make an analysis and decision making. Once

the lowest level of knowledge of Inclusion Strategies in the ICT-mediated

classroom was determined, the contents of the Inclussion virtual classroom

were structured to be programmed on the platform. These answers allowed us

to obtain findings in each category of research analysis, taking into account

that the focus of the study is the Inclusive Pedagogical Strategies, taking into

account that the focus of the study is the Inclusive Pedagogical Strategies,

taking into account that the focus of the study is the Inclusive Pedagogical

Strategies. Of the 11 teachers, 30% are men and 70% are women. Another

technique is participant observation through direct observation relevant

situations were recorded during the research.

To facilitate the process, participant observation was explored and carried out

in the real context of the 11 participating teachers on an ongoing basis, where

direct observation, interpretative, thematic and personal notes of a relevant

nature were recorded.

The analysis of qualitative data is based on four components as defined by

Huberman (1994) and quoted by Flores (2012. Pg. 76) and they are: 1. Data

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Inclussion: A technological intervention tool to strengthen inclusive processes in the classroom

collection; 2. Data reduction; 3. In order to collect suitable, reliable and valid

information for the development of the project, the technique of direct

observation was used as an instrument of triangulation in the initial stage with

the purpose of deepening the facts and realities that occur in the school

context.

In the intervention phase, a digital tool was developed, virtual classroom

inclusion, which compiles different pedagogical and didactic strategies

applied to the needs of inclusive education and/or specific school learning

disorders that are present in the educational institution. During the

intervention, a synchronous meeting was held to recognize the virtual

classroom, allowing the teachers of the focus group to know the route,

contents and digital resources available in the digital tool. At the same time,

during this intervention, teachers were made aware of the interest in

supporting the academic preparation of teachers in inclusive education using

technology, thus promoting a first step towards an inclusive and equitable

quality education for all.

Finally, the semi-structured interview was applied with the purpose of

compiling the perceptions or scope of inclussion in the teachers, determining

opportunities or actions for improvement and satisfaction of the preschool

and elementary school teachers of the Colegio Francisco Palau y Quer of the

municipality of San Juan del Cesar - La Guajira, and recommendations for

improvement that can be raised in a subsequent project, and the semi-

structured interview instrument was applied in the evaluation phase.

RESULTS

The data collected were based on the categories initially established in the

research; information was obtained from these categories in each of the three

instruments applied to the actors of the sample population, thus defining a

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Inclussion: A technological intervention tool to strengthen inclusive processes in the classroom

research panorama of its own; however, categories also emerged that,

although not initially proposed, were recurrent in the data obtained and

became relevant for the research; thus, interpretations will be proposed based

on the research objectives in relation to each category.

According to the results it is concluded that, based on the findings, it was

possible to identify and analyze the real need of the Francisco Palau y Quer

school in the municipality of San Juan del Cesar - La Guajira, regarding the

precarious knowledge of inclusive education processes in the classroom. That

is why the first instrument applied was an initial survey administered (via

online-Google Forms), previously validated by 2 experts with professional

profiles specialized in the area of study who issued their judgment, certifying

it with a certificate according to its correspondence in the theoretical context

of the variables as well as its clarity, coherence of the wording and relevance

to the variables under study. It should be noted that validity is the

effectiveness with which the instrument measures what it intends in this case

to measure the variables Inclusive Pedagogical Strategies mediated by ICT to

apply them through an Inclusion Virtual Classroom as Inclusive Strategies to

benefit the teaching-learning process and in turn identify that elementary

school teachers apply them in the population they serve with Learning

Barriers and/or developmental disorders in the institution.

The category that is first analyzed in this research work was Inclusive

Education, since it is another of the central axes of the research process, to

know how it was conceived from each of the teachers, from their perspective

of work in the classroom, when working with students with Special

Educational Needs on a daily basis in the classroom, the processes and

conceptions they have about this process influence the assertiveness, in the

success of the activities that are planned for these students. The success of

inclusive education for children with learning barriers depends on the real

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Inclussion: A technological intervention tool to strengthen inclusive processes in the classroom

inclusion of the educational institution, of real accompaniments that provide

the possibility of supporting the educational processes, through the promotion

of the use and appropriation of ICT, as evidenced in the primary school

teachers of the institution under study.

Teachers were observed to be more empowered in this process, since they had

the support of the Principal, Coordinators and school counselor; this was

achieved thanks to the fact that they were made aware of the process before

starting the application of the instruments; they were also motivated by

sharing new and updated information on learning related to the day to day of

inclusive education in order to improve the quality of life of students;

respecting their own learning rhythms and styles, and understanding that all

human beings are diverse by nature.

It is for this reason that we can mention specific cases of teachers who seemed

to have greater clarity in the concepts related to inclusive education, as

mentioned by teacher 1: "recognizing inclusion not only with students with

disabilities but in understanding the multiplicity of differences in students..."

teacher 2 expressing the progress that has been obtained after the action plan:

"I feel that we as an institution have taken giant steps, the sensitivity in this

regard has made us work more and more in favor of the particular needs of

each of our children...".

Inclusive education is related to the didactic-pedagogical strategies that

teachers carry out with students with special educational needs, techniques,

activities used by teachers to work simultaneously with regular and SEN

students. In several teachers, the vocation to help their students was observed,

looking for them to give the best of themselves, regardless of the degree of

difficulty in their learning or the skills they have, making the most of the

situations and the learning they can acquire, for primary school teachers, the

didactic-pedagogical strategies are each and every one of the actions they

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Inclussion: A technological intervention tool to strengthen inclusive processes in the classroom

perform to work in the classroom with students with special educational

needs, from simple workshops and guides; Another aspect that comes to light

is how important it can be to get to know the students better and establish

affective ties with them, so that they are more willing to work in the classroom

and are more receptive to the new knowledge that can be provided. In

addition, they express the lack of accompaniment and support for training

processes in educational inclusion, they see the importance of the virtual

classroom Inclussion, which at times doubted its effectiveness, and today they

hear them talk about the tool as an innovative didactic-pedagogical strategy

that came to the institution to change their way of thinking about inclusion.

The category of inclusive pedagogy for teaching could be considered as an

authentic creation or adaptation of the school environment investigated, it

evidenced flexible procedures that facilitated the management of the

information developed in the learning process. the construction of new

knowledge, the participation, capacity and skills of the teachers provided an

adequate school environment in the opening of the trainings, of the mentality

of many teachers, who before seemed to be hermetic in front of this topic,

through activities of the Inclussion virtual classroom, they themselves

reviewed, analyzed and applied in their classrooms with the students

strategies that were found there, the same that became generators of the search

for new inclusive pedagogical strategies on the part of the teachers; This was

specifically the case when the math teacher found a visual perception activity

that gave her the basis to explain addition to one of her students with ADD,

since she used the model of the Stroop Test.

Regarding the access and use of Information and Communication

Technologies (ICT), according to the data obtained both in the observation

guides and in the interviews with teachers, ICT are immersed in their daily

lives, they expressed that ICT have an impact on all areas of human life in

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Inclussion: A technological intervention tool to strengthen inclusive processes in the classroom

social, cultural, work and training life, optimize the processing of information

and the development of communication, allowing the generation of greater

knowledge that favors the learning process. To evaluate this category, the

semi-structured interview and observation instruments applied to the

representative sample of the educational community were used. Teachers

mention ICT, they are concerned about looking for elements to make the class

meaningful, they apply different elements that enrich the strategies and

motivation of students, as stated by teacher 4: "...use resources such as, ICT,

nowadays they are used and are at hand and available to everyone", most of

them consider that sometimes they use different tools, they expressed that

they have the need to acquire more knowledge and skills about educational

technologies to apply them in their activity as teachers and continue training

in digital competencies and thus reach students with SEN in a more adapted

way.

According to UNESCO (2021), the use of ICT must be related to the different

pedagogical practices, improving the educational process according to the

needs of students with SEN. It is worth noting that primary school teachers

have digital competencies, which allowed them to manage the Inclussion

virtual classroom platform in a very practical and agile way, of course, they

also require at times verifications and monitoring of existing processes in the

virtual classroom that are carried out within the academic practices with SEN

students, allowing according to the needs to strengthen the teaching and

learning process. The formative processes with children who required

strategies other than pencil and paper were significantly strengthened,

facilitating research, creativity, design and permanent participation of the

teachers who were part of this research.

After conducting the survey to 11 teachers who guide the classes in the

Elementary School, in the educational institution object of this research, it

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Inclussion: A technological intervention tool to strengthen inclusive processes in the classroom

can be recognized that within the Inclusive Pedagogical Strategies of class

teachers have taken from the Inclusion Virtual Classroom Tool, they include

elements of the SAD; In this category, it is worth mentioning something very

curious: teachers had little knowledge about the SAD, and once progress was

made in the design and content of the Inclusive Teaching Strategies annexed

to the Inclusion Virtual Classroom Tool, they began to identify with the

components of the SAD, generating great expectations regarding this

Pedagogical Approach, if it can be called that way, they realized that by using

these applications and/or technological tools offered by the DUA Wheel (the

teachers were completely unaware of it), the teachers expressed that they

could generate universal strategies for all students in the classroom.

The above shows that the scores in the SAD subcategory have a visibly

increased difference in a favorable way for the processes carried out by the

teacher in the classroom. Likewise, it is possible to conclude that the decent

role has had a positive and significant change in their work, where the answers

given by the teachers go from frequently and sometimes to always,

evidencing the growth of always as follows.

Finally, when taking a global view, it can be affirmed that the inclusive

education process before starting the intervention with respect to these

subcategories, had many aspects to be strengthened and the responses of

teachers showed in general that the strategies addressed in the classroom did

not motivate and did not recognize diversity, the different learning channels

and styles.

However, it is necessary to clarify that the application of the initial and final

tool had the objective of contributing to the qualitative process of

characterizing the results obtained through observation and became an aid for

the analysis raised by the present research within the framework of the

perceptions and attitudes of teachers towards inclusive education. Finally,

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Inclussion: A technological intervention tool to strengthen inclusive processes in the classroom

the category of teacher training, here the preschool and elementary school

teachers of the educational institution participated through the use of

technological strategies of the DUA wheel, which is nothing more than

supporting the content that can be developed through applications.

The training and experience of the teachers who participated in the research;

this category was one of the central axes of the research process since it is

focused on inquiring about teacher training, so we sought to know what is the

vision, the position, the perception of the teachers participating in the research

on the subject; most of them with professional training, but only one with a

Master's degree in Education. In terms of experience, the teachers have

extensive practice in education, however, some teachers have more

experience than others; these particularities of their training and experience

are manifested in their teaching practices and in the emphasis they place on

their Inclusive Pedagogical Strategies with the use of ICTs. It is evident in

the observation guides and in the interviews with the teachers that they

showed a concern for the learning rhythms and the need to understand the

variations in the learning of children with learning barriers and/or

developmental disorders; the teachers denoted in the interview a specific

interest in the difficulty that it represents for most of them, in some occasions,

to attend to the particular needs required by this population, due to the number

of students in the classroom.

When analyzing the perceptions of teachers, it can be concluded that teacher

training is seen as an opportunity to enhance the learning processes that take

place in the classroom; it is the way in which new disciplinary knowledge is

acquired that will allow the new generations to face the new challenges and

soft skills that students need to face today's society.

At the end of the research process, the analysis of the data and the

interpretation of the information collected, positive aspects were found that

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Inclussion: A technological intervention tool to strengthen inclusive processes in the classroom

can be reinforced and strengthened, such as continuous teacher training

regarding school inclusion, inclusive teaching strategies, teachers' awareness

of their own weaknesses and lack of knowledge in the use of inclusive

teaching strategies, technological tools and their pedagogical incorporation in

the classroom. Another positive aspect was the discovery that teachers can

promote inclusive education processes from their classrooms. Although there

are still gaps to be closed such as: professional accompaniment, collaborative

work among support professionals, and the pedagogical incorporation of ICT

are aspects that should be deepened in future teacher training processes.

When relating the results to the research questions and objectives, in no case

are they generic, since the research is covered under the Action Research

methodology, its generalization would be very ambitious. However, they can

be a starting point to rethink current inclusive practices and continue working

towards continuous improvement in order to offer the population with barriers

to learning, participation and communication, and the population with

disabilities in general, other alternatives that allow them to be effectively

included in the knowledge society.

Teachers' teaching practices are not yet geared to the digital inclusion of

children with Learning, Participation and Communication Barriers and to the

population with disabilities in general. The teaching practices of teachers are

anchored in institutional parameters that, although they should be followed as

part of the school dynamics, are also a little distant from the needs that, as

individuals immersed in the knowledge society, have the NNAJ with Barriers

that encompass much more than simple learning with the Inclusion virtual

classroom tool or the support of learning with it. Thus, it is necessary to

rethink these practices in order to strengthen and expand them towards an

equitable panorama. Access and use of ICTs is still restricted for children and

youth, who have conditional access to ICTs either by their parents or by their

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Inclussion: A technological intervention tool to strengthen inclusive processes in the classroom

teachers, i.e., they themselves do not have the determination to use them when

they need or want to, unless it is with adult supervision and most of the time

for games or recreational activities.

The educational inclusion of students with barriers is carried out through the

autonomous work of each of the teachers, thanks to their experience in the

classroom; that is to say that they carry out the inclusion processes from their

experience as teachers and not from any previous training in learning barriers.

This refers to the fact that the activities they carry out with the students are

the result of their years of experience in the educational sector, since by

detecting the weaknesses and skills of their students they can adapt the actions

in the classroom, directing them to achieve learning in their students, despite

the fact that they do not have a training oriented to inclusion.

The suitability of the teaching role in the processes of educational inclusion

is another aspect that was found during the process. As mentioned by

UNESCO (2008), educational inclusion is a process that requires profound

transformations, training and dedication on the part of professionals who must

work collaboratively in educational institutions, empowerment of those

responsible for this process is required, not only teachers but also managers

and professionals who must be in charge of the curricular flexibility of

students with barriers. On the other hand, when possible alternatives that

facilitate educational inclusion are generated, new doors are opened to the

possibility of seeking and finding new ways to work with students in the

classroom, with the possibility of integrating ICT in the classroom as an

alternative to improve student learning, since various resources can be

accessed in the Virtual Inclusion classroom to facilitate the processes within

the classroom. The risk of teachers not knowing about inclusive education

potentially affects their students not only in the academic field, but also in the

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Inclussion: A technological intervention tool to strengthen inclusive processes in the classroom

social field because they are labeled pejoratively because of their differences,

affecting their self-esteem and motivation to attend school.

Finally, specific recommendations for future studies or continuity of the

project are attached.

The classroom teachers of the Francisco Palau y Quer School in the

municipality of San Juan del Cesar-La Guajira at the preschool and

elementary school level are professionals with a lot of pedagogical

experience, but they do not have an adequate knowledge of the concept and

incidence of Inclusive Education; however, they committed themselves to

investigate and to carry out their lesson plans for students in a more inclusive

way.

CONCLUSIONS

The research favored the educational community, specifically preschool and

elementary school teachers of the Francisco Palau y Quer school in the

municipality of San Juan del Cesar - La Guajira. The inclusive processes in

the classroom were strengthened by means of "inclussion" a technological

tool as an achievement reached by way of innovation in the daily pedagogical

practices with accessible, technological and current contents that build

inclusive scenarios of participation and communication.

The impact of inclussion is favorable in all educational institutions that wish

to implement this tool in their classrooms, the interest of teachers to deepen

in topics associated with inclusive education is considered favorable in the

process of teacher training, since the institution under study did not have

trained professionals to meet the challenges of student diversity. However, it

was permanently evidenced in the teachers the accompaniment and

willingness to be trained and learn to work collaboratively in order to support

the inclusive learning of their diverse students. There is a positive and

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Inclussion: A technological intervention tool to strengthen inclusive processes in the classroom

interactive attitude of teachers to educational intervention, this benefits the

processes of access to inclusive education, since when a teacher is willing to

recognize the advantages of the use and application of inclusive pedagogical

strategies in the classroom, it facilitates much more the transition from the

printed environment (notebook, board, orality) to the digital environment

(supported by audio, video, image and animation) and in this way processes

such as different learning styles and basic learning devices are favored.

The future lines of work of the research presented can be replicated in

educational institutions that lack inclusive training, aimed at teachers,

educational contexts that consider pertinent applicability of didactic

pedagogical strategies associated with the use of Digital Educational

Technologies thanks to the versatility and its digital format that allows it to

reach any place in Colombia.

It is recommended to the educational community of the Francisco Palau y

Quer School in the municipality of San Juan del Cesar - La Guajira to

continue the project by integrating new contents to the Inclussion virtual

classroom according to the inclusive needs that may arise, either through a

strategic alliance between directors or support teachers and counselors to

continue with the line of educational inclusion.

Similarly, for the team working on this research, there remains the

commitment to continue improving the technological tool in form and

substance, as well as its promotion in other institutions in other regions or

other work colleagues to generate a model in which more people interested in

linking up can be attracted so that with their contributions they can transform

other similar realities remotely.

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