Diagnóstico de la Educación Inclusiva en una unidad educativa de la parroquia Izamba en la ciudad de Ambato, desde la perspectiva de docentes y padres de familia, año 2025-2026

Abstract

Abstract: This research aimed to diagnose the perception of inclusive education process in an Educational Unit in Izamba, Ambato, from the perspective of 20 teachers and 20 parents. The study was developed under a quantitative approach, with a non-experimental and cross-sectional design. A sociodemographic questionnaire and the Index for Inclusion, adapted to the Ecuadorian context, were applied. The results show that the inclusive culture possesses solid values but weakens when transmitted to families. Policies guarantee access but fail to provide continuous technical-pedagogical support. Furthermore, classroom practices improved remarkably, contrasting with a low mobilization of institutional and community resources. It is concluded that the institution successfully transitioned from segregating models to a welcoming culture; however, it still needs to consolidate the institutional scaffolding for full and sustainable inclusion. Finally, it es recommended to strengthen school-family communication, articulate psychopedagogical supports with the curriculum, and optimize the mobilization of local resources to ensure the sustainability of the process.