Diagnóstico de la educación inclusiva en una Unidad Educativa en la ciudad de Quito, provincia de Pichincha desde la perspectiva de Padres y Docentes

Abstract

Abstract: Inclusive education represents an approach aimed at guaranteeing participation, learning, and equal opportunities for all students through the recognition and appreciation of diversity. In this context, the present research aimed to diagnose the level of inclusive education in a Basic General Education institution based on the perceptions of teachers and parents. The study was grounded in the principles of inclusive education and the Inclusion Index, an instrument that allows for the evaluation of inclusive cultures, policies, and practices. It was developed using a quantitative approach, with a non-experimental, descriptive, and cross-sectional design. The information was collected through the application of the Inclusion Index adapted to the Ecuadorian context and a sociodemographic questionnaire administered to teachers and legal guardians. The results showed progress in the implementation of inclusive actions and a favorable perception regarding attention to diversity; however, needs were identified related to strengthening teacher training, improving educational resources and infrastructure, and increasing family participation. These findings allow us to develop strategies aimed at consolidating a more equitable, participatory, and high-quality education.