Barriers to the educational inclusion of students with motor disabilities in public schools Barreras para la inclusión educativa a estudiantes con discapacidad motora en instituciones educativas públicas

Abstract

This study was conducted to determine the current state of the barriers for Inclusive Education to students with Motor Disability conditions in public Educational Institutions targeted by the Secretary of Education of Neiva during the year 2017.  The main physical barriers were identified through checklists and attitudinal barriers that were verified through the Likert-type questionnaire, the attitude was measured from the emotional, cognitive, and behavioral that teachers have towards the school population in the condition of motor disability.

The main results found in terms of physical barriers are related to didactic material, followed by adapted furniture and transportation to the institution. While in terms of attitudinal barriers, there was evidence of mostly hesitant and unfavorable attitudes of teachers towards inclusive education. It was found that there are more risk elements than enabling elements, so it is concluded that the targeted educational institutions present non-compliance with the norm in the physical barriers and neutral and unfavorable attitudes that are expressed from the attitudinal barriers. Finally, two strategies are suggested: the Institutional Accessibility Plan PAI and the Plan to improve teachers' attitudes towards educational inclusion in order to improve and mitigate barriers for the Educational Inclusion of students with Motor Disabilities.