Diagnóstico de la educación inclusiva en un centro educativo de Pimampiro de educación general básica, desde la perspectiva de docentes y padres de familia, año 2024

Abstract

Abstract: The present study focuses on addressing the perceptions and experiences of these social agents in relation to inclusive policies; inclusive practices and inclusive cultures implemented. The literature review reveals that, in the Ecuadorian context, inclusive education requires decisive actions in schools to generate equitable education. The objective is to diagnose the perception of the inclusive education process in the second year of basic general education of a Basic General Education Center in Pimampiro, from the perspective of parents and educators. The methodology was based on the quantitative approach, with a population of 20 parents and 20 educators, to whom a survey was applied. It was concluded that the diagnosis of inclusive education in this study reveals a positive panorama, where the perceptions of parents and teachers are heading towards the continuity of continuing to work on training, updating and supporting educators, in addition to promoting a school culture that values diversity, coupled with managing an environment where all students feel valued and respected. Therefore, it is stated that it will benefit students with special needs, in addition to enriching and inclusive educational experience of the entire school community.