Diagnóstico de la percepción del proceso de educación inclusiva en el tercer año de educación general básica de una institución pública de la ciudad de El Guabo, desde la perspectiva de padres de familia y educadores. Año 2025- 2026

Abstract

Abstract: Inclusive education is an internationally recognized right that requires educational systems to guarantee quality education for all students, although gaps persist between current regulations and institutional practices. This study assessed perceptions of the inclusive education process in the third year of Basic General Education at a public institution in El Guabo, from the perspective of parents and educators, during 2025-2026. A quantitative, non-experimental, cross-sectional, and descriptive approach was applied to a sample of 20 teachers and 20 parents selected through non-probability convenience sampling. Data were collected using sociodemographic questionnaires and the Index for Inclusion by Booth and Ainscow. Results showed favorable ratings for inclusive cultures 75-95% "always" and inclusive practices, particularly collaborative planning 95% in both groups; however, notable differences emerged in the policies dimension, such as barrier removal 50% parents vs. 80% teachers and resource distribution 50% parents vs. 80% teachers. It is concluded that inclusive policies require strengthening institution-family communication and continuous training based on Universal Design for Learning (UDL)