Perception of Teachers in Basic Education on Competencies for Disability Care

Abstract

The objective was to establish to what degree the acquired teaching skills are related to the perception of how to care for disability. A quantitative, correlational and transectional method was proposed. A survey was used with simple random sampling of 318 teachers from a population of 1,840 with an appointment in basic education in the district of zone 7 of different educational units in the city of Machala. The results determined a significance value of 0.000 with the chi-square tests and a Spearman correlation coefficient (ρ) of 0.453, which accept the hypothesis and indicate a moderate correlation between the variables competencies and attention to disability. As a result, it was obtained that the greater the competence, the better the way to understand how disability is cared for. Furthermore, the level of knowledge in inclusive education was related to the perception of attention to disabilities. In contrast, years of teaching did not affect perception or knowledge in inclusive education. Finally, these findings highlight the importance of continuing teacher training in disability and implementing strategies to improve inclusive care in education.