Diagnóstico de educación inclusiva en un centro educativo de educación general básica del cantón Calvas desde la perspectiva de docentes y padres de familia

Abstract

Abstract: Educational inclusion constitutes a human right, which implies that this process is based on strong principles that guarantee the sustainability of inclusive education, in In that sense, government authorities, educational directors, teachers and parents Families must promote true inclusive education. (Muntaner et al., 2022, p. 90). Based on this, the present study aimed to diagnose the perception of teachers and parents in relation to the inclusive practices, cultures and policies of a educational center of the Calvas canton, this with the purpose of providing improvements that promote quality education for all learners. The methodology implemented in this research, is based on a non-experimental, transversal design, exploratory, contextual, descriptive and quantitative, with a sample population of 20 teachers and 20 parents to whom two questionnaires were applied, the sociodemographic and the inclusion index. Among the most relevant results, it can be noted that the process of inclusion is still incipient, there are some aspects such as: infrastructure, management of resources and pedagogical support that still need to be strengthened to achieve an inclusion process efficient. Thus concluding that it is still imperative to continue working together with each of the members of the educational community in order to promote a true inclusive education in this educational center.