Preparation of Primary Education Teachers for Coexistence with Students in Situations of Intellectual Disability

Abstract

Goal four of the 2030 agenda for Sustainable Development is aimed at guaranteeing inclusive, equitable and quality education, aimed at promoting lifelong learning opportunities for all. Educational inclusion has been one of the topics currently most discussed and focused on the education of students with special educational needs, in the contexts of general education. That is why this article presents the results of a research aimed at explaining the need to prepare Cuban primary education teachers for coexistence with students with intellectual disabilities. The objective is to design a strategy to prepare teachers for coexistence with students with intellectual disabilities in the primary educational context.