Challenges of Educational Inclusion: Perceptions of Normal School Students

Abstract

This paper addresses a significant challenge in initial teacher training: the imperative of Education for All, ensuring access to education irrespective of limitations, differences, or conditions. International mandates underscore the necessity for equal educational opportunities for all individuals. Focusing on the need for inclusive education courses, this study explores the perceptions of normal school students regarding the competencies they develop to support educational interventions for learners facing diverse abilities or learning barriers. Utilizing qualitative methodology, student perspectives on educational inclusion are examined through interpretative analysis of their narratives. Information was gathered from databases such as Redalyc, Scielo, Dialnet, and Google Scholar, focusing on key terms including educational inclusion and teacher training over the past decade. The review encompassed a wealth of national and international research, documentary reviews, and legal documents, extracting pertinent insights. Despite the challenges faced by students, findings indicate their proactive pursuit of external courses aimed at addressing learning barriers, fostering professional growth and societal integration. This approach aligns with current educational frameworks and the aspirations outlined in the 2030 Agenda for Sustainable Development, promoting inclusive and equitable societies. Future educators are called upon to embrace these principles, ensuring equality and upholding human rights in the educational landscape.