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

Abstract

Abstract: This study aimed to analyze the perception of inclusive education in a private school in Guayaquil, addressing inclusive cultures, policies, and practices from the perspectives of teachers and parents. The research employed a non-experimental, cross-sectional, exploratory, contextual, descriptive, and quantitative methodology, utilizing non-probability, accidental sampling to access 20 teachers and 20 parents. They administered an ad hoc sociodemographic questionnaire, and the inclusion index adapted for Ecuador. The results revealed positive attitudes among teachers, recognizing an inclusive culture where policies favor learning and achieving practices that promote student participation, although these remain in need of improvement. Parents perceive a welcoming school environment with inclusive cultures, policies, and practices that promote diversity and educational equity, but their understanding of inclusion is limited. Thus, it is concluded that conscious training for teachers and raising awareness among parents about their relationship with the institution are required. This will ensure a school for all.