Socio-educational management of the teacher for the social inclusion of students with disabilities

Abstract

Contemporary society increasingly demands strengthening the training of education professionals in management from theory and practice in order to solve socio-educational problems associated with the social inclusion of students with disabilities, so that they can mediate in the core transformations of this process within the framework of the current 21st century and the transformations of the Third Improvement of Special Education. This research is part of the Project associated with the National Program for Social and Educational Inclusion of Children, Adolescents and Young People with Special Education Needs in Santiago de Cuba. It answers the following scientific problem: the inadequacies in the socio-educational management of the Special Education teacher, in the process of social inclusion. Its objective is to socialize the strategy of socio-educational communication management of the Special Education teacher in the process of social inclusion of students with disabilities. The qualitative methodology was used, which allowed the use of theoretical methods: analysis-synthesis, inductive deductive, structural systemic and empirical methods: observation, interviews, surveys and specialist criteria. The results were: awareness of the role of the Special Education teacher as manager in the process of social inclusion, the design of a new public educational policy for the communicational socio-educational management of the teacher in the process of social inclusion, within the school, which is materialized in the different educational forms and modalities outlined by the Third Improvement of Special Education.