Empathy communication from the perspective of inclusive education

Abstract

The present research describes the value of empathy as a construct, part of the theory of communication. This theory engages and guides the teacher through pedagogical processes in order to attend challenges of inclusive education. When the teacher feels empathy with the child, learns that he is different and needs to be understood, therefore he is able to support his integral development. This research presents results in Colegio Miraflores from Guayaquil. Its main objective is to open an emphatical dialogue which leads to rethink in the compulsory need of valueing communication to guarantee the rights to inclusive education that demands to intensify actions that surround characteristics of learning environments.it is important to say that the teacher´s role as formative model should be part of communication as a response to vocation, personal and professional development and also promotes feelings of commitment and community. From that perspective, the author collected the systematization of theoretical, practical and methodological experiences, using observation, group interview, and documentary analysis of theoretical and normative requirements of inclusive practice. The methodology and techniques used have followed a qualitative-descriptive model with exploratory perspective. The study confirmed that emphatical communication must generate reflective teaching as well as consider human beings with potential that focus on inclusive education and permanent revision that affects educational practices.