Diagnóstico de la Educación Inclusiva en los centros de Educación General Básica, desde la perspectiva de docentes y padres de familia, año 2025-2026

Abstract

Abstract: This research aimed to diagnose the perception of the inclusive education process in a General Basic Education institution during the 2025 2026 academic period. The study was developed under a quantitative approach, with a non-experimental and cross-sectional design. The sample consisted of 40 participants, distributed among 20 teachers and 20 parents. The results showed a mostly favorable perception of inclusive education. In the dimension of inclusive cultures, the presence of educational environments based on respect, coexistence, and the appreciation of diversity was identified, although the need to strengthen the connection with community institutions was also evident. Regarding inclusive policies, institutional actions aimed at promoting student access, adaptation, and the organization of support to address diversity were observed; however, challenges related to accessibility and the equitable management of resources remain. Concerning inclusive practices, the application of pedagogical strategies that promote participation, cooperative learning, and attention to individual differences was highlighted; nevertheless, aspects requiring improvement were identified in inclusive assessment, complementary activities, and methodological adaptation. In conclusion, the institution shows significant progress toward the consolidation of inclusive education but requires continued strengthening of institutional coordination and educational practices to ensure full and equitable participation of all students.