Diagnóstico de la Educación Inclusiva en los centros de Educación General Básica de la provincia de Santa Elena, desde la perspectiva de docentes y padres de familias, año 2025 - 2026

Abstract

Abstract: The purpose of this study is to assess perceptions of the inclusive education process in general basic education centers in the province of Santa Elena during the 2025-2026 period. To this end, the research was conducted using a quantitative approach and a non-experimental, cross-sectional, and descriptive design, considering a population of 20 parents and 20 teachers. Structured instruments were used for the sample, such as a sociodemographic form and an inclusion index (Ecuadorian adaptation), allowing for the collection and analysis of information on inclusive cultures, policies, and practices present in educational institutions. The results showed that educational inclusion is perceived as a process still in development with a mostly positive assessment, since 90% of responses were favorable in terms of policies, 70% in terms of cultures, and 85% in terms of practices. However, significant pedagogical gaps were still identified in the application of cooperative learning. In short, inclusion is a developing process with strengths in coexistence and regulations, but it requires strengthening teaching strategies and joint work to optimize the implementation processes detected.