Diagnóstico de la educación inclusiva en un centro educativo fiscal del cantón Quito, provincia de Pichincha; desde la perspectiva de docentes y padres de familia, año 2025.

Abstract

Abstract: Education in Ecuador has shown gaps in the implementation of inclusive policies, practices, and cultures. This research aimed to diagnose the perception of the inclusive education process in grades one through four of Basic General Education at a public school in the canton of Quito, Pichincha province, from the perspective of teachers and parents. The methodology employed was quantitative, non-experimental, cross-sectional, contextual, exploratory, and descriptive, based on non-probability convenience sampling. Participants included 20 teachers and 20 parents. The instruments used were the ad hoc Sociodemographic Questionnaire and the Inclusion Index (Ecuadorian adaptation). It was concluded that there is a positive perception of creating a welcoming, respectful, and inclusive community; furthermore, there is a genuine interest in pedagogical planning, understanding differences, and the learning and participation of all students. However, improvements are needed in accessibility policies, there is a lack of support for students learning Spanish as a second language, and there is limited pedagogical support from specialized staff.