Research about the Holistic proposal to improve teacher performance in inclusive education

Currently, the problem of inclusive education continues to be one of the most common barriers in the educational system, and one of the root causes is related to teacher preparation for addressing diversity. Therefore, a study was conducted to design a holistic proposal aimed at improving teacher performance in inclusive education at a Lambayeque institution. A non-experimental design was used, utilizing survey techniques and a questionnaire, which had very high reliability and validity scores of 0.82 and 0.97, respectively. The sample consisted of 40 teachers, selected through non-probability sampling based on the criteria of homogeneity, accessibility, and availability. The results showed that 67.5% of teachers were classified as insufficient and sufficient in the dimensions of comprehension, planning, leadership, and evaluation. This indicates that a large percentage would require some support to assist students with special educational needs. Ultimately, it is important to develop strategies that address students' particular characteristics and strengths, enabling them to function independently and confidently, both in the academic environment and in society.