Diagnóstico de la educación inclusiva en los centros de educación general básica, desde la perspectiva de docentes y padres de familia, de la ciudad de Quito, año 2024

Abstract

Abstract: This research deepened the process of inclusion of basic general education in a private institution in the city of Quito, based on the perspectives of parents and teachers, in order to promote improvements for quality and accessible education for students. The importance of inclusive education, its regulations and tools for parents and teachers that promote an egalitarian educational environment where students, regardless of their needs, learn and develop fully, was highlighted. Ensuring that the lack of inclusive practices, policies and cultures limits learning potential, affecting personal and academic development. A non-experimental, cross-sectional, exploratory, contextual, descriptive and quantitative approach was used. The sample, selected for convenience, was made up of 20 teachers and 20 parents, obtaining diverse perceptions about inclusive education. The results reflected a positive perception regarding the school's concern to implement inclusive spaces, methodologies and environments. However, barriers that limit full inclusive education were identified, such as teacher training, lack of resources, and family-school collaboration.