Inclusive education guidelines at the Military Intelligence College

Abstract

The purpose of this research was to design the guidelines for inclusive education in the Military Intelligence College, through a detailed review of existing policies and needs, as a resource to strengthen educational processes. For which the methodology was based on a qualitative approach with a phenomenological design using hermeneutics as a complement to the understanding of the phenomenon; for this purpose, the population constituted by the academic community of the ESICI to whom the semi-structured interview was applied was used. The results identified four (4) categories with their respective subcategories: reading and writing (reading habits), teaching methodology (lack of knowledge of inclusive pedagogical practices; training (inclusive education) and strategies (addressing diversity), which greatly influence the need for inclusive education guidelines; it was also found that within the governing documents there is no document that governs the issue in question. It was thus possible to conclude that the process of inclusion in education at ESICI constitutes a scenario of great significance for the educational challenges faced by the university institution and, consequently, by the Colombian National Army.