Challenges in teacher training and support for students with special educational needs

Abstract

The study aimed to analyze the challenges of teacher training and their relationship with the provision of support to students with special educational needs (SEN). A quantitative approach was adopted, with a non-experimental, cross-sectional design and a descriptive correlational scope. The study population consisted of 33 early childhood education teachers. The results revealed weaknesses related to inclusion regulations, instructional planning, equitable assessment, and collaborative work. A total of 57 percent of the teachers showed a low level of challenges in their training, while 67 percent demonstrated an adequate level of support for students with SEN. In addition, Pearson's chi-square test identified a statistically significant association between teacher training and support provided to students with SEN, with a chi-square value of 9.675 and a p value less than 0.05. Limitations were also identified in teacher self-efficacy, particularly in behavior management and the implementation of assessment adjustments. As a contribution of the study, a contextualized training pathway based on the diagnostic evidence obtained is proposed. It is concluded that strengthening teacher training is significantly related to higher quality support within the framework of inclusive education. The findings may guide inclusive teacher training processes in urban contexts with similar characteristics, particularly in institutions with large class sizes, limited resources, and insufficient specialized technical support.