Diagnóstico del proceso de educación inclusiva en una Unidad Educativa del cantón Latacunga, provincia de Cotopaxi, desde la perspectiva de padres de familia y docentes, año 2024-2025

Abstract

Abstract: The present research aimed to diagnose the perception of the inclusive education process at the levels of Basic General. The methodology applied was qualitative with quantitative elements, using a structured survey as a technique, applied to a purposive sample of 20 teachers and 20 parents. The instrument was based on the Inclusion Index by Booth and Ainscow (2006), covering three dimensions: creating inclusive cultures, establishing inclusive policies, and developing inclusive practices.The results reveal that 100% of teachers reported having received training in inclusive education, which is reflected in their willingness to apply adapted strategies and strengthen inclusive environments. Regarding parents, 65% have a third- or fourth-level education, which positively influences their understanding of the right to quality education and the early detection of educational needs. In conclusion, both educators and parents demonstrate a high level of commitment to the principles of inclusive education. However, areas for improvement were identified, such as strengthening cooperative work to ensure effective inclusion.