INCLUSIVE EDUCATION IN THE TEACHER TRAINING PROCESS

Educational Inclusion is an essential factor to be taken into account in the educational system at its different levels, hence it is important to know the opinion of a segment of those involved in the teaching-learning process. To this end, the aim was to analyze the perception of future teachers of Basic Education in the city of Machala on Inclusive Education; for the fulfillment of the proposed purpose, the quantitative-qualitative paradigm systematized by the methods of documentary, analytical-synthetic and statistical review was considered as a methodology. The information was obtained by applying a questionnaire structured by 11 items with 2 options for the selection of the 120 randomly selected students. who consider attention to special educational needs as a universal right; In spite of the students' adequate perception of the generality of educational inclusion, there are weaknesses in the conception that some have about it, considering that students with these needs would be better served in specific centers of Special Education, which constitutes a so-called of alert, which requires the reflective analysis of teachers and educational authorities to generate strategies, as well as the revision of the curriculum and the taking of appropriate actions to improve teacher training