Diagnóstico de la Educación Inclusiva en un centro educativo de Educación General Básica de la parroquia de San Blas ubicada en Cuenca, desde la perspectiva de docentes y representantes legales, año 2025

Abstract

Abstract: The objective of this study was to diagnose the perception of the inclusive education process in General Basic Education at an institution in the parish of San Blas, Cuenca, from the perspective of teachers and parents, with the purpose of proposing improvements aimed at comprehensive, high-quality education. The research was conducted using a quantitative approach, with a non-experimental, cross-sectional, exploratory, descriptive, and contextual design. The sample consisted of 20 teachers and 20 parents, selected through non-probabilistic convenience sampling. Data were collected using an ad hoc sociodemographic form and the Index for Inclusion, which comprises three dimensions: inclusive cultures, policies, and practices. The results showed predominantly favorable perceptions, especially regarding inclusive practices; however, weaknesses were identified in community engagement, linguistic support, the reduction of absenteeism, and the use of external resources. It is concluded that the institution presents an intermediate level of inclusive development, with relevant progress, although not yet fully consolidated, which calls for sustained actions involving monitoring, shared responsibility, and continuous institutional improvement.