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: The primary objective of this research was to assess perceptions regarding the inclusive education process in the third year of General Basic Education at a public or private institution in the city of Huaquillas, from the perspective of parents and educators during the 2025 2026 academic year. A quantitative, non-experimental, and descriptive approach was adopted; the sample consisted of 20 parents and 20 teachers, and data were collected using an *ad hoc* sociodemographic questionnaire and the *Index for Inclusion*. Key findings reveal that 80% of parents perceive that not all children are always valued equally, whereas 100% of teachers state that all students have always been valued equally, indicating a clear discrepancy between the two groups. Consequently, it is concluded that educational inclusion is a practice characterized by uneven implementation, requiring the commitment of all stakeholders to achieve optimal results.