QUALITATIVE ANALYSIS OF FACULTY KNOWLEDGE, ATTITUDES AND PRACTICES ON INCLUSION AS INPUT FOR TEACHER EDUCATION IN A HIGHER EDUCATION INSTITUTION

Based on Colombian regulations, all higher education institutions must ensure that the needs of their students are met. This requires self-evaluation exercises in inclusive education in equity, inclusion and diversity. The academic literature is extensive in discussing the role of teachers as an essential ingredient in the construction of inclusive schools. The objective is to determine the incidence of recognizing teachers’ knowledge, attitudes and practices in inclusive education. Method: 8 semi-structured interviews were applied to a higher education institution’s teachers. Teachers have no knowledge of regulations, consider that everyone has the right to access education, but disagree on the permanence and graduation of students with cognitive disabilities, and present weaknesses in planning, flexibilization and curricular evaluation.