Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)Curiel Gómez, Rebeca YanethBarliza Ipuana, Jessica2021-08-312021-08-312021-06-01http://repositorio.uan.edu.co/handle/123456789/4770The purpose of this study was to identify the perceptions of the elementary school teachers of the Center Ethnoeducativo Rural Integral (CEIR) Katanaman towards the inclusion of boys, girls and young people with SEN in multigrade classrooms. The research included the participation of the 8 professors who they currently work in elementary school. The methodology used to achieve the objectives was quantitative research, a questionnaire was applied to the participants through a Google form that featured 12 statements about how teachers understand the inclusion, but also this author sought to know results are the main obstacles to implement inclusion in multigrade classrooms.El propósito de este estudio fue identificar las percepciones de los docentes de primaria del Centro Etnoeducativo Rural Integral (CEIR) Katanaman hacia la inclusión de niños, niñas y jóvenes con NEE en las aulas multigrado. La investigación contó con la participación de los 8 profesores que actualmente laboran en la básica primaria. Los metodología utilizada para lograr los objetivos, fue la investigación cuantitativa, a los participantes se les aplicó un cuestionario a través de un formulario de Google que contó con 12 afirmaciones sobre cómo los maestros entienden la inclusión, pero además esta autora buscó conocer cuáles son los principales obstáculos para implementar la inclusión en las aulas multigrado.spaAcceso abiertoInclusiónNecesidades Educativas EspecialesActitudPercepciónTrabajo de grado (Pregrado y/o Especialización)InclusiónSpecial Educational NeedsAttitudePerceptioninfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Acedo, Ferrer & Pamies. (2009). Inclusive education: Open debates and the road ahead. Prospects, 39(3), p. 227–238.Ainscow, M. (2005). Developing inclusive education systems: what are the levers for change? Journal of Educational Change, 6(2), p. 109–124.Akrami, Ekehammar, Claesson & Sonnander. (2006). Classical and modern prejudice: Attitudes toward people with intellectual disabilities. Research in Developmental Disabilities, 27(6), p. 605–617.Alghazo, Gaad, & El. (2004). General education teachers in the United Arab Emirates and their acceptance of the inclusion of students with disabilities. British Journal of Special Education, 31(2), p. 94–99.Alur, M., & Timmons, V. (2009). Inclusive education across cultures: Crossing boundaries, sharing ideas. SAGE Publications India. Mathura Road, New DelhiAnastasiou, D. & Kauffman, M. (2011). A social constructionist approach to disability: Implications for special education. Exceptional Children, 77(3), p. 367–384.Armstrong, F. & Barton, L. (2008). Policy, experience and change and the challenge of inclusive education: the case of England. In Policy, experience and change: cross-cultural reflections on inclusive education, (12), p. 5–18. Springer.Artavia, J. (2005). Actitudes de las docentes hacia el apoyo académico que requieren los estudiantes con necesidades educativas específicas. Revista Pensamiento Actual, 5(6), p. 61–70.Avramidis, Bayliss, & Burden, (2000). A survey into mainstream teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school in one local education authority. Educational Psychology, 20(2), p. 191–211.Avramidis, E. & Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion. European Journal of Special Needs Education, 22(4), p. 367–389instname:Universidad Antonio Nariñoreponame:Repositorio Institucional UANrepourl:https://repositorio.uan.edu.co/