Diagnóstico de la Educación Inclusiva en una unidad educativa en la ciudad de Guayaquil, desde la perspectiva de docentes y padres de familia, año 2025

Abstract

Abstract: The research aimed to analyze the state of inclusive education in a Basic General Education institution in the city of Guayaquil during the year 2025, considering the perceptions of teachers and legal guardians. The coherence between institutional culture, inclusive policies, and the pedagogical practices implemented was examined. A quantitative approach was adopted, with a non-experimental, cross-sectional design and a descriptive scope, which made it possible to characterize the reality without intervening in it. The sample consisted of twenty teachers and twenty parents or legal guardians, selected through non-probabilistic convenience sampling. The instruments applied were a sociodemographic questionnaire and the Inclusion Index adapted to the Ecuadorian context. The findings reflect inclusiveness in the assessment of the school climate, respect, the open attitudes of the teaching staff, and the recognition of student diversity. However, institutional communication, active family participation, the articulation of psychopedagogical support, and the continuity of inclusive actions are weakened. It is concluded that inclusion is a reality, although it must be strengthened through improved institutional planning.