Teacher Training and Information and Communication Technologies for Students with Special Educational Needs
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Abstract
This article analyzes the limited teacher training in the use of Information and Communication Technologies (ICT) for the care of students with Special Educational Needs (SEN) in the city of Cayambe. Using a mixed methodology based on direct observation and surveys of teachers at local educational institutions, a low level of preparation in the pedagogical use of technologies aimed at inclusion was identified. The results reveal that only 47% of the teachers surveyed have received specific training in the use of these tools to support students with educational needs; this situation significantly limits the implementation of inclusive practices and the exploitation of technological potential in diverse educational environments. It is concluded that there is an urgent need to strengthen continuing teacher training programs, with an inclusive and technological approach, to ensure quality education for all students.
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