Education and disability: an analysis of the implementation of inclusive policies in Peru
DOI:
https://doi.org/10.31637/epsir-2026-2131Keywords:
special education, inclusive education, interculturality, disability, education management, inclusive policies, participation and learning, inclusive pedagogical practicesAbstract
Introduction: This study addressed inclusive education policies in Peruvian educational institutions of regular basic education in order to understand the processes of inclusive education and attention to disability from the perspective of different educational actors. Methodology: Qualitative approach with phenomenological design. The sample consisted of 30 teachers with more than 15 years working in education and more than 5 years working in inclusive classrooms. Interview guides were applied in two focus groups and in-depth interviews. Results: It was revealed that, in the implementation of inclusive policies backed by support and advisory services for special educational needs, there have been improvements in infrastructure and pedagogical adaptations. However, curriculum adaptation and resource availability remain challenges. Discussion: Education is a right of the person with disabilities, but in praxis municipalities execute budgets focused on other programs that do not go in function of persons with disabilities. Conclusions: Teachers express the need to support students with disabilities, but the lack of training and tools hinders their inclusion, therefore, inter-institutional articulation between the Municipalities with the Ministry of Education is essential.
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Copyright (c) 2025 Edwin Córdova-Ramirez, Elier Nieto-Rivas, Jury Medina-Uribe, Isabel Ramos-Perez, Luis Alberto Preciado-Farias, Ricardo Ivan Vertiz Osores
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