Inclusive Education and Educational Policies at the Nuevo Chimbote Educational Institution, 2024

Abstract

The study aims to determine the relationship between inclusive education and educational policies at the Nuevo Chimbote Educational Institution, 2024, methodologically the study was basic, by investigating and using existing theoretical sources, the estimated approach was quantitative by numerically representing how the problem is perceived, the design was non-experimental by executing observations without generating alteration of the context, the scope was transversal because it was executed at a single moment, at a correlational level, presenting as its purpose to evaluate the level of relationship of the variables. The sample was non-probabilistic, considered by 46 teachers, the technique applied was the survey and the questionnaire was used as an instrument, for this, the validity and reliability process was developed. The following conclusions were obtained: A significant relationship was determined (r= 0.883; sig.=0.000<0.05) between inclusive education and educational policies, and it is important that management implements the necessary measures to involve teachers and work in a coordinated manner in the formulation of educational policies.