Diagnóstico de la educación inclusiva en un centro de educación general básica de la ciudad de Tulcán, provincia del Carchi desde la perspectiva de docentes y padres de familia, año 2025- 2026

Abstract

Abstract: This study focuseson assessing inclusive education in a general elementary school, with the aim of examining the level of inclusion in these institutions, given that Ecuador is a country that, through its various laws, seeks to promote inclusion and equitable access to education. Therefore, this research was conducted using a quantitative approach, with a non experimental design that is descriptive, exploratory, cross-sectional, and contextual; it drew on the perspectives of 20 teachers and 20 parents from a school in the city of Tulcán, using a non probabilistic convenience sample. For this study, a sociodemographic questionnaire and the Educational Inclusion Index proposed by Booth and Ainscow were administered, revealing that within the educational institution there are aspects that promote the creation of an inclusive environment, such as accessibility, collaborative methodologies, and the promotion of respect; however, there are areas for improvement in communication, the equitable distribution of resources, and the implementation of differentiated assessments that recognize the diversity of student achievement.