Diagnóstico de la Educación Inclusiva en los centros de Educación General Básica de la ciudad de Quito de la parroquia de Alangasí desde la perspectiva de docentes y padres de familia, año 2024-2025

Abstract

Abstract: This study analyzed the level of educational inclusion in a Basic General Education school in the parish of Alangasí, from the perspectives of both teachers and parents during the 2024 2025 school year. A quantitative approach with a descriptive design was used, applying the Index for Inclusion by Booth and Ainscow, adapted to the Ecuadorian context, along with a sociodemographic questionnaire. Twenty teachers and twenty parents participated. The results showed that parents perceived a positive school environment, while teachers recognized limitations, especially regarding collaboration with other institutions. Regarding inclusive policies, teachers valued the progress in addressing diversity but identified a lack of resources; in contrast, parents highlighted the teachers effort and commitment to facing these challenges. In terms of inclusive practices, both groups agreed that there was limited connection with other educational institutions and that extracurricular activities did not promote adequate community interaction. Finally, although progress has been made, concrete actions are still required to strengthen inclusion within the institution.