INCLUSIVE CLASSROOM ENVIRONMENT AND MEANINGFUL LEARNING ON SPECIFIC EDUCATIONAL NEEDS

Abstract

Scientific evidence at the global, regional and national level shows the weight that the classroom environment, with greater emphasis on emotional elements, has on inclusive processes. The purpose of the present study was to analyze the inclusive classroom environment and meaningful learning in specific educational needs. It was developed under the qualitative paradigm, with a descriptive scope and non-experimental design. The population was made up of 15 Basic Education teachers, taking as a sample 5 teachers from the high school, elementary and middle school sublevels. The non-participant observation technique was used and the observation sheet was used as an instrument. The results show weaknesses in the classroom environment in relation to the fact that there are no time spaces for feedback and academic reinforcement for students with specific educational needs, and there are also no specific educational resources for this group of students, in terms of learning. significant, the students' previous experiences in relation to the new topic are not taken into account, diversity is not taken into account to include them in the learning activities. In conclusion, an inclusive classroom environment, supported by strong affective and interrelated elements, not only improves the educational experience of students with Specific Educational Needs, but also strengthens group cohesion and fosters a more equitable and meaningful education for all