Inclusion of students with special educational needs in initial education: Study from teaching experience

Saldaña Pardavé O.P.; Esteban Rivera E.R. · European Public and Social Innovation Review (2026) · DOI: 10.31637/epsir-2026-1658

Resumen

Introduction: An inclusive educational institution not only enrolls students with special educational needs (SEN), but also creates spaces so that they can develop in the educational system. The purpose of the study is to interpret the experiences of initial level teachers in the inclusion of students with SEN in a Local Educational Management Unit in the department of Huánuco, Peru. Methodology: Nunc viverra imperdiet enim. Fusce est. Vivamus a tellus. Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis eges The interpretive paradigm, qualitative methodological perspective, and hermeneutic phenomenological method were assumed. Information was collected from six teachers through in-depth interviews. Results: The inclusion of students with SEN constitutes a challenge for teachers in the Huánuco region and Peru, they were not trained to assume such a delicate role; However, they update and seek information on their own to provide a better service. Discussions: There is no consensus around educational inclusion, some teachers support inclusion and request specialized personnel; Others fear that SEN students will be rejected by their peers and consider that they should be trained in a personalized way. Conclusions: It is necessary to make hidden realities visible, review educational policies and generate appropriate conditions for inclusion.

Instituciones: Universidad Nacional Hermilio Valdizán