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El presente articulo tiene como proposito dar a conocer los resultados de un estudio descriptivo en el cual se realizo el pilotaje de un cuestionario para conocer la perspectiva de estudiantes de primaria y secundaria, relativas a las practicas educativas inclusivas en sus aulas. La experiencia y teoria desarrollada en el ambito de la educacion inclusiva, sugieren algunos rasgos caracteristicos de lo que se consideran practicas inclusivas en el contexto del aula. Ya que las y los estudiantes son protagonistas claves de la comunidad escolar, se considero pertinente consultarles acerca de cuales de esas practicas ellas y ellos perciben estan presentes en sus clases. Ademas de describir las percepciones del alumnado, el trabajo de investigacion realizado tuvo como objetivo el analizar si esas percepciones diferian segun la etapa educativa. El estudio se realizo con 279 estudiantes de segundo y tercer ciclo de cuatro centros educativos publicos de Costa Rica. Se concluyo que el instrumento utilizado fue adecuado, que hay practicas educativas inclusivas presentes en las aulas y que las percepciones del alumnado de primaria difieren de las de secundaria. Los hallazgos constituyen un recurso para los centros educativos en sus procesos de autoevaluacion dirigidos al logro de una educacion inclusiva. This article aims to present the results of a descriptive study which was piloting a questionnaire to determine the perspective of primary and secondary students, on inclusive educational practices in their classrooms. The experience and theory of inclusive education, suggest some characteristics of what is considered inclusive practices in the classroom. Since, and students are key players in the school community, was considered appropriate to consult about which of those practices they perceive them and present in their classes. In addition to describing the perceptions of students, the research work aimed to analyze whether these perceptions differed according to the educational stage. The study was conducted with 279 students of primary and high schools in four public institutions of Costa Rica. It was concluded that the instrument used was adequate, that there is inclusive educational practices in the classrooms and students' perceptions differ from elementary school. The findings are a resource for schools in their self-evaluation process aimed at achieving an inclusive education

Prácticas inclusivas en el aula: validación de un instrumento para conocer la perspectiva del alumnado de primaria y secundaria