Academic and Administrative Management for Inclusive Education Considering Special Educational Needs

This work aims to analyze the efficiency of educators' academic and administrative management and the inclusion of students with cognitive deficiencies in a regular classroom environment. The research is developed within a quantitative methodological framework, and a descriptive approach, through which the characteristics and behaviors of students with learning deficiencies are observed, and teachers' actions facilitate the teaching process. Then, to obtain data, two surveys were used as a technique; the first was directed to teachers of different educational units with administrative and classroom positions, and the second was directed to parents who have students with cognitive deficiencies. Statistical software was used as a tool for the tabulation of data, through the information was graphed and percentualized. The analysis of the results showed the importance of the welcome provided by teachers in the integration of children with learning disabilities; in addition, it highlights the need to formulate contributions to the educational system of a private institution and to implement teaching methods that facilitate the process of educational inclusion.