Diagnóstico de la educación inclusiva en los centros de Educación general básica Guayaquil-Puerto hondo, desde la perspectiva de los padres de familia, año 2024

Abstract

Abstract: The objective of this study was to diagnose the perspective on the inclusive education process carried out in the second, third and fourth grades of General Basic Education in an institution located in Guayaquil, Puerto Hondo sector, from the point of view of parents and teachers. A mixed approach methodology, non-experimental, descriptive, transversal and contextual design was used. The sample was made up of 20 teachers and 20 parents: Sociodemographic questionnaire (for teachers and parents) and the Inclusion Index adapted to the Ecuadorian context. The results show that, although there is a positive evaluation of inclusion, there are methodological barriers, scarce resources and the need for continuous training. Parents are supportive and have knowledge of inclusion, but remain concerned about curricular adaptations. It is concluded that, although there are institutional regulations, there is a need to invigorate teacher training and stimulate a positive collaboration between parents and school to reaffirm a true inclusive culture. This study shows significant findings for the improvement of comprehensive practices in all educational contexts.