Diagnóstico de la educación inclusiva en Ecuador desde la perspectiva de padres y docentes en una Unidad de Educación General Básica privada de la ciudad de Machala año 2025-2026

Abstract

Abstract: Inclusive education is a fundamental pillar for guaranteeing access, participation, and learning for all students, promoting respect for diversity and equal opportunities. This research aimed to diagnose inclusive education in Basic General Education from the perspective of teachers and parents at the "Hermano Miguel" Private Educational Unit in the city of Machala. The study employed a quantitative approach with a non-experimental, descriptive, and cross-sectional design. The sample consisted of 20 teachers and 20 parents. Data collection involved the application of a sociodemographic questionnaire for teachers, the Inclusion Index (Ecuadorian adaptation), and a survey for parents. The results revealed a favorable assessment of inclusive cultures, policies, and practices, highlighting respect for diversity, family participation, and teacher commitment; however, needs related to accessibility, support resources, and strengthening institutional strategies persisted. It is concluded that collaboration among teachers, families, and the institution strengthens inclusive, equitable, and quality education.