Abstract

Attention to diversity is an educational issue of social relevance at a global level, which places the teacher as the main person responsible for facing the challenges it implies through curricular adaptations. The main objective of this article is to analyze the characteristics of the training received by basic education teachers in order to promote educational inclusion in the southeast region of Mexico. The methodology used is quantitative, with a descriptive survey-type scope. The results revealed that the majority of the teachers surveyed received training on issues related to attention to diversity and curricular adaptations (CA); furthermore, this training was produced out of personal interest and autonomously. They also expressed that they had received training through workshops and courses, which were given in a mixed modality, addressing contents mainly related to awareness of diversity in the classroom and the processes that allow CA. Similarly, teachers emphasized the relevance and usefulness of the training received to address the diversity present in the classroom. Finally, among the challenges most frequently faced by teachers, it is worth highlighting the ability to relate the contents of the training to the context or reality experienced in the classroom.

Keywords:
teacher education; curricular adaptation; student diversity; inclusive education; elementary school