Teaching Practices as a Contribution Effect in The Development of Inclusive Education in A Higher Education Institution Knowledge Processes and Metacognition in The Educational Improvement Bet

Abstract

Educational inclusion is established from a legal framework, articulated with the country of origin which accounts for the purposes of continuous improvement, in Colombian higher education institutions it is regulated how to meet these requests for educational inclusion, it is parameterized and accommodates an element of self-regulation and self-evaluation that builds a concept of expanding the recognition of prior knowledge, the research performs the determination of the incidence of the recognition of knowledge, attitudes and practices of teachers in inclusive education. Method: Semi-structured interviews were applied to teachers of a higher education institution. Teachers are unaware of the regulations, consider that everyone has the right to access education, but disagree about the permanence and graduation of students with cognitive disabilities, and present weaknesses in planning, flexibility and curricular evaluation.