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: The research objective was to diagnose the perception of the inclusive education process according to teachers and parents of a Basic General Education institution in Machala during 2025 2026. The study follows a quantitative approach, with a non-experimental, cross-sectional design and a descriptive scope. The sample consisted of 20 teachers and 20 parents, and the Index for Inclusion was used to assess inclusive cultures, policies, and practices. In inclusive cultures, indicators A1.4 and A2.4 stand out, related to respect and recognition within the educational community; meanwhile, A1.7 and A2.5 need strengthening in terms of community linkage and the elimination of barriers. In inclusive policies, B1.1 and B2.3 stand out, associated with staff management and teacher training; while B1.6, B2.1, and B2.6 require improvement in group organization, support coordination, and emotional guidance. In inclusive practices, C1.1, C1.5, and C2.4 stand out, related to class adaptation and cooperative learning; while C1.11 and C1.12 need improvement in homework and participation in complementary activities. It is concluded that the institution has a solid foundation, but it needs to strengthen communication with families, links with external institutions, and the visibility of institutional support.