Experiencias de inclusión educativa: Emociones de jóvenes con discapacidad y docentes

The present research aims to analyze the emotions of both young students with disabilities and their teachers during their process of educational inclusion in high school. This study represents an advancement of the research project for the Doctorate in Educational Sciences developed at the Instituto Superior de Ciencias de la Educación del Estado de México (ISCEEM), subsidized by the Government of the State of México. The study consists of interviews conducted between 2022 and 2024 with two high school teachers who worked with students with disabilities throughout that period. More than just collecting responses from educational actors, an anecdotal record of experiences was compiled, showing how obstacles were gradually overcome to ensure the successful teaching and learning of these students. Notably, the results revealed that, initially, teachers faced significant difficulties in understanding their students, as the lack of training posed a major challenge. However, their hope to support the students and their commitment to seeing them complete their studies gradually improved their teaching experience. From the students' perspective, there is gratitude toward their teachers for their patience. Nevertheless, bullying remains an issue, as their disabilities were often the target of mockery, sometimes generating negative emotions in the classroom. It was concluded that implementing pedagogical strategies is necessary to reduce bullying, foster empathy, and involve parents, as teachers require more support in achieving effective educational inclusion.