Diagnóstico de la Educación Inclusiva en los centros de Educación General Básica de la ciudad de Azogues, desde la perspectiva de docentes y padres de familia, año 2025-2026

Abstract

Abstract: This study diagnoses the cultures, policies, and practices of inclusive education in three Basic General Education institutions in the city of Azogues by analyzing the perceptions of teachers and parents regarding these components of the inclusive process. The study included the participation of 20 teachers and 20 parents. A quantitative approach was adopted using a non-experimental, cross-sectional, exploratory-descriptive research design. Data were collected through sociodemographic questionnaires and the Index for Inclusion adapted to the Ecuadorian context. The findings revealed a positive perception across the three institutions regarding the development of welcoming communities, respect for diversity, cooperative learning, and student participation. However, weaknesses were identified in community involvement, institutional coordination, and the availability of specialized support services. In conclusion, the three Basic General Education institutions evaluated demonstrate progress in the development of inclusive cultures, policies, and practices. Nevertheless, they need to strengthen actions aimed at reducing barriers and ensuring equitable educational participation for all students.