PERCEPTION OF HIGHER EDUCATION TEACHERS ON THE EFFECTIVENESS OF CONTINUING TRAINING IN SENSORY INCLUSION

Abstract

The present research analyzes the perception of a group of higher education teachers in the Coquimbo Region, Chile, regarding continuous training in sensory inclusion and its implementation in teaching practices. This topic gains relevance due to the sustained increase in enrollment of students with sensory disabilities in the national higher education system. It also identifies teachers’ perceptions of those aspects of continuous training in inclusion that do not influence their teaching practice.

The purpose of the study is to identify strengths and weaknesses in the continuous training in sensory inclusion offered by higher education institutions. Its main objective is to analyze the perception of higher education teachers regarding the effectiveness of the sensory inclusion training they have received. Specific objectives include identifying their perceptions of such training, describing its impact on professional development, and comparing the elements perceived as less influential.

The study adopts a qualitative approach and an interpretative paradigm, using a case study design. A non-probabilistic convenience sampling was conducted, selecting six higher education teachers from various disciplines and institutions, including universities and professional institutes. Data were collected through semi-structured interviews and analyzed according to the principles of Grounded Theory, following a rigorous process of coding and categorization.

The findings highlight the need for clear policies in higher education to support teachers through continuous training, accessible tools, and interdisciplinary collaboration.

This training, aligned with Sustainable Development Goals (SDG) No. 4 and No. 10, promotes inclusive strategies for students with sensory needs, promoting a more equitable and sustainable educational system.