Diagnóstico de la educación inclusiva en los centros de educación general básica desde la perspectiva de docentes y padres de familia en la Unidad Educativa, Provincia de Imbabura año 2024

Abstract

Abstract: This research aimed to diagnose the perception of the inclusive education process in the third year of basic general education of an Educational Unit located in the province of Imbabura, from the perspective of parents and teachers, with the aim of proposing improvements that promote quality and adequate education for all. A non-experimental, transversal, contextual, descriptive and quantitative design methodology was carried out with a simple random sampling of n = 20 teachers and n = 20 parents of the students of the educational unit; in addition, the questionnaire was used as an instrument for collecting information. The main results obtained were based on three dimensions: inclusive cultures, policies and practices, and based on the objectives set, they reflect that perceptions about inclusive cultures, policies and practices show significant progress, although important challenges persist to guarantee a fully effective inclusive education in the Educational Unit. With this, it is concluded that inclusive education is a procedure that seeks that all students can access a high quality education, taking into account their personal requirements and abilities.