Professional Performance of Teachers in Addressing the Needs of Students with Disabilities

Professional Performance of Teachers in Addressing the Needs of Students with Disabilities

Authors

Keywords:

teacher performance, inclusive education, disability, pedagogical competencies, teacher training

Abstract

The educational inclusion of students with disabilities represents a central challenge for contemporary education systems, with teacher performance being a determining factor. However, a gap persists between favorable attitudes toward inclusion and the specific pedagogical competencies required to implement effective curricular adaptations. This qualitative research, based on a multiple case study, aimed to analyze the professional performance of teachers in addressing the needs of students with disabilities, focusing on 20 primary education teachers from two educational institutions. Semi-structured interviews and classroom observations were used. The results reveal a marked gap between favorable affective dispositions toward inclusion (85% of teachers) and specific pedagogical competencies to implement curricular adaptations and diversified strategies (only 30% implement significant adaptations). A central finding is "inclusive fatigue," a state of professional exhaustion derived from contextual conditions. The study concludes that it is imperative to strengthen teacher professional development programs with a practical and collaborative approach that goes beyond the attitudinal dimension and focuses on concrete pedagogical tools and the construction of inclusive learning communities, integrating international perspectives with the legacy of Cuban special and advanced education.

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References

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Published

2026-07-01

How to Cite

Meléndez Soriano, Y. ., Alvarez Pérez, A. E. ., & Horta Navarro, M. F. . (2026). Professional Performance of Teachers in Addressing the Needs of Students with Disabilities: Professional Performance of Teachers in Addressing the Needs of Students with Disabilities. Pedagogical Horizon, 15. Retrieved from //www.horizontepedagogico.cu/index.php/hop/article/view/674

Issue

Vol. 15 (2026)

Section

Reflexiones Pedagógicas

License

Copyright (c) 2026 Yoslainy Meléndez Soriano, Aimee Elvira Alvarez Pérez, Miguel Federico Horta Navarro

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