Workshops to train teachers in active strategies for meaningful learning and good practices in inclusive education

Abstract

The aim of this article was to promote a system of workshops for training teachers in active strategies for meaningful learning and good practices in inclusive education to address the diversity of students at the "Lic. Jaime Andrade Fabara" Basic Education School. To develop a project aimed at solving the case, a qualitative research was conducted based on a bibliographic analysis, which was complemented with content analysis and analysis of audiovisual material to be applied in the workshops to prepare teachers. At the same time, the case study methodology was used, leading to the following conclusions: The workshops were theoretically based on the training of teachers in active strategies for meaningful learning and good practices in inclusive education to address the diversity of students at the "Lic. Jaime Andrade Fabara" Basic Education School; The design of the workshop system to train teachers with active strategies for meaningful learning and good practices regarding inclusive education, to address the diversity in the students of the "Lic. Jaime Andrade Fabara" Basic Education School according to the diverse special educational needs that are manifested; the application of the workshop system will have as its main impact the training and commitment of teachers with the application of active strategies for meaningful learning and good practices to put into practice a quality inclusive education in the "Lic. Jaime Andrade Fabara" Basic Education School and a personalized attention to Students with SEN and the implementation of the workshops as a guarantee of the preparation of teachers to implement active strategies for meaningful learning and develop good practices in classes with an inclusive approach must be preceded by a personalized diagnosis of students with special educational needs not associated with disability.