Diagnóstico de la Educación Inclusiva en cuatro centros educativos de EGB, de la provincia de Imbabura,desde la perspectiva de docentes y padres de familia, año lectivo 2023-2024

Abstract

Abstract: This research assesses the state of inclusive education in four primary education centers in Imbabura province. The analysis of inclusive policies, practices, and cultures takes into account the perspectives of parents and teachers as key actors. The research was conducted with a non-experimental, transversal, exploratory, descriptive, and quantitative methodological approach. Relevant data were obtained to examine the fundamental dimensions of inclusive education. The study is structured into three main chapters. The first chapter develops theoretical principles, tackling the definition, background, legal and political framework, considering key concepts of inclusive education. The second chapter details the methodology used in this research, including objectives, research questions, methodological design, and inclusion and exclusion criteria. In this same section, the sample description is considered, consisting of 20 teachers and the same number of parents, for its effective application. In chapter three, the analysis of the data obtained is presented, organized in tables and compared with previous research: Ad Hoc Sociodemographic Questionnaires, Inclusion Index (Ecuadorian adaptation), and informed consent. The third chapter presents the analysis of the data obtained, organized into tables, and compared with previous research. The results identify areas for improvement in the implementation of inclusive practices and provide concrete recommendations to promote an education of excellence, more equitable, diverse, and inclusive, aligned with the students needs.*This diagnosis is essential for designing strategies that enhance inclusive and effective education in the assessed contexts.