Towards real inclusion: a pedagogical strategy for teacher preparation in Cuban Basic Secondary Education

Abstract

Introduction: Inclusive education in Cuba, within the framework of the Third Improvement of the National Education System, requires a transformation of teaching practices to address diversity. However, a gap persists between inclusive principles and the actual preparation of junior high school teachers to support students with behavioral disorders. Materials and methods: A qualitative study was conducted in San Miguel del Padrón, Havana (October 2023–December 2024), with a purposive sample of 62 teachers, 17 students, 18 families, and 15 community agents. Theoretical methods (historical-logical, analysis-synthesis, modeling) and empirical methods (surveys, interviews, observation, document analysis) were used, processed through triangulation and descriptive statistics. The proposal was validated by 26 experts (competence coefficient ≥0.8) using the Delphi method. Results: The diagnostic assessment revealed deficiencies in theoretical and practical preparation in 87% of teachers; 73.3% were unfamiliar with the legal framework; 75.8% displayed exclusionary attitudes; and 66.6% showed poor school-family-community engagement. A pedagogical strategy was designed, structured in four stages (diagnosis, organization, implementation, and monitoring/evaluation), and implemented through 16 activities (workshops, methodological meetings, demonstration classes, and family school sessions). Following the intervention, theoretical and conceptual mastery reached a high level in 94.4% of teachers; engagement with families and the community in 90.7%; and assertive communication in 83.4%. Expert validation assessed the strategy as "highly appropriate" in terms of coherence, originality, usefulness, and applicability. Discussion: The findings align with studies that highlight the need for situated and collaborative teacher training to overcome exclusionary perspectives, and underscore the importance of school-family-community partnerships as a cornerstone of inclusion. Conclusions: This pedagogical strategy is a viable tool for transforming educational practice toward high-quality inclusive education, requiring its widespread adoption in teacher training and an update to the legal framework.