Diagnóstico de la Educación Inclusiva en los centros educativos de Educación General Básica, desde la perspectiva de docentes y padres de familia de la provincia de Imbabura, año 2024

Abstract

Abstract:This research analyzes the implementation of inclusive education in an educational institution in Ibarra, Ecuador, from the perspective of teachers and parents. Sociodemographic questionnaires and the Inclusion Index were used to evaluate three main dimensions: inclusive culture, inclusive policies and practices. The study aimed to identify strengths and areas for improvement in promoting an equitable and accessible educational environment for all students. The conclusions of this research, marks emphatically highlight the need to strengthen collaboration between educational actors, to consolidate a more solid inclusive culture. It is advisable to review and update certain educational policies that it will allow in the future to ensure a more effective and optimal application of inclusive practices in the classroom and in the school environment in general, allowing the equitable participation of students in all dimensions related to the educational context; Its application will generate advances in the inclusive educational model that responds in a timely manner to the diversity of all students.