Bibliographic citations
Peralta, Y., (2018). Análisis sobre las políticas en el proceso de inclusión de los estudiantes con necesidades educativas especiales en las instituciones educativas en la ciudad de Camaná, Arequipa, 2017 [Tesis, Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/12383
Peralta, Y., Análisis sobre las políticas en el proceso de inclusión de los estudiantes con necesidades educativas especiales en las instituciones educativas en la ciudad de Camaná, Arequipa, 2017 [Tesis]. PE: Pontificia Universidad Católica del Perú; 2018. http://hdl.handle.net/20.500.12404/12383
@mastersthesis{renati/528665,
title = "Análisis sobre las políticas en el proceso de inclusión de los estudiantes con necesidades educativas especiales en las instituciones educativas en la ciudad de Camaná, Arequipa, 2017",
author = "Peralta Ortega, Yeni Sandra",
publisher = "Pontificia Universidad Católica del Perú",
year = "2018"
}
The research deals with the process of inclusion of students with special educational needs in educational institutions in the city of Camaná, Arequipa. Education promotes community life and participation; Inclusive school is a space of openness, which encourages the sense of belonging, the active participation of all its members, in institutional life. This study had as main objective to know the measures considered in the implementation of the Service of Support and Advice of the Special Educational Needs, for which an analysis of the strategies applied in the policies adopted by directors and teachers in order to strengthen the program Of Educational Inclusion in the province of Camaná. The methodology used in the research is the qualitative approach in which the understanding and interpretation of reality is investigated, its methodology is flexible and susceptible of modification according to the results that are being achieved. With this research, it was possible to analyze the strategies applied by the SAANEE team in its interaction with the actors of the educational community to observe the achievements obtained in the practice of educational inclusion.
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