Educational strategies for the inclusion of students experiencing internal mobility

Abstract

The research analyzed the educational inclusion of students in situations of internal mobility at the Duchicela Shyri XII Intercultural Bilingual Community Educational Unit, where a gap was evident between the inclusive regulatory framework and actual pedagogical practices. The objective was to propose inclusive educational strategies that would ensure the academic achievement of these students. A qualitative case study methodology was employed, with surveys conducted with 60 students, 45 parents, and 2 administrators, semi-structured interviews with 8 teachers, and a focus group. The results revealed that the socio-emotional dimension constituted the most critical core of the mobility experience, as 72.7% of the students reported difficulties in making friends and 75% of the parents identified problems with social integration. On the academic level, 54.5% did not understand the content, and 87.5% of the families reported some degree of impact on academic performance. A committed but intuitive and unsystematic teaching practice was observed, as well as an unmet demand for support. Based on these findings, a proposal for a contextualized inclusive strategy was designed, structured into four components: welcome protocol, academic leveling plan, socio-emotional support, and family-school engagement, validated by experts with high ratings (average of 4.9/5 in socio-emotional contribution). It was concluded that only through coordinated interventions at the institutional, pedagogical, and formative levels would it be possible to move from declared inclusion to effectively practiced inclusion.