Publisher's Synopsis
The study of inclusive education has had an important analytical process in different areas. In Basic Education, little has been studied from the experiences and expectations of teachers. The research takes up again the didactic strategies for learning focused on students with special educational needs, with or without some kind of disability. The research is qualitative because it is a useful perspective for obtaining and analyzing information. The sample is made up of 44 teachers, who carry out their educational practice or are regular teachers, at the preschool and primary levels. Semi-structured individual interviews are used. There are some identified findings. With regard to their expectations, teachers understand the characteristics of classroom reality and the diversity of the student body, with personal conditions and characteristics, and identify students with cognitive, physical, mental and sensory disabilities.
