Useful parameters for schools classification, according to their inclusion conditions. A five cases study in Huila – Colombia Parámetros útiles para la clasificación de instituciones educativas según sus condiciones de inclusión. Estudio de cinco casos en el Huila - Colombia

Abstract

This article allows to identify the condition of inclusion of educational institutions with attention to students with visual disabilities in the department of Huila (Colombia), from the description of policies, culture and institutional inclusive practices. Data were obtained from the quantitative, non-experimental, transactional type approach through descriptive scope. The population under study corresponds to the teachers of official educational institutions with enrollment of students with visual disabilities in the 2018 term, determining 13 educational institutions and 165 teachers. The adaptation of the Inclusion Index proposed by Mel Booth (2002) is used as an instrument, to the version of attention to the visual disability (blindness and low vision) understanding the knowledge and specific supports for the quality and educational relevance. The findings focus on data with very low performance in the components related to teachers’ training, experience of the teaching team on visual disability, norms that ensure the policies of institutional inclusion, curriculum planning and mobilization of specific resources. The recommendations establish the periodicity of the application of the instrument to the entire institutional community, the design and execution of the plans for institutional improvement for the process of educational inclusion under the perspective of rights.