The integration of neuroscientific knowledge from the focus of inclusive education

The training of professionals, endowed with qualities and competences that weigh the respect for diversity and the socio-educational inclusion of children, adolescents and youngsters with special educational needs, connotes the necessary scientific updating of the university curriculum, through the transference and logical-didactic systematization of the neuroscientific knowledge. Contradictorily, the curricular study carried out in the Bachelor degree course on Special Education, from its foundation and until the current validation of the Study Plan 'E', made it possible to identify weaknesses, potentialities, as well as possibilities for improvement. With the help of the triangulation of empirical and theoretical methods, this work establishes recommendations for the improvement of the integration of neuroscientific knowledge, related to educational inclusion in curriculum subjects, in postgraduate programs, in undergraduate and postgraduate research lines, and in the didactic management of university professors.

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