Diagnóstico de la educación inclusiva en un centro educativo del cantón Otavalo de la provincia de Imbabura desde la perspectiva de los padres de familia y educadores 2024

Abstract

Abstract: In the province of Imbabura, the implementation of inclusive education faces significant challenges despite legislative advances. This study aimed to diagnose the state of inclusive education in an educational center from the perspective of parents and educators in 2024. A non-experimental, cross-sectional methodology with a descriptive scope and a quantitative approach was used. The sample consisted of 20 parents and 20 teachers from an educational institution in the Otavalo canton. Surveys and semi-structured interviews were applied. The results showed progress in implementing inclusive policies, teacher training, and resource distribution. The conclusions highlight that there are still material and attitudinal educational barriers for students with diverse needs. This confirms the need to strengthen teachers' continuous training, review and improve inclusive policies, and promote closer collaboration with families and local institutions to achieve inclusive, equitable, and quality education for all.