Diagnóstico de la educación inclusiva en tres centros de Educación General Básica de la ciudad de Macas, desde la perspectiva de docentes y padres de familia, en el año 2024

Abstract

Abstract: The present study entitled Diagnosis of inclusive education in three General Basic Education centers in the city of Macas, from the perspective of teachers and parents is carried out in institutions where there are advances in inclusive policies, but their implementation is affected by lack of resources, adequate teacher training and effective communication between school and family. The objective is to diagnose the situation to obtain information that contributes to promoting quality equitable education. The methodology used is quantitative, non-experimental, transversal, exploratory and descriptive, applying surveys to 20 teachers and 20 parents, selected through non-probabilistic convenience sampling, and applying a sociodemographic form and inclusion indices of inclusive policies, practices and cultures. The results show that, although there are inclusive policies, their application is limited; inclusive practices are planned, but lack follow-up and resources; and inclusive cultures reflect an adequate environment, but with deficiencies in the school-family relationship. It is concluded that the lack of resources, continuous training and effective communication are challenges to achieving effective inclusive education.