Diagnóstico de la educación inclusiva en una Institución de Educación General del Sector Norte de la ciudad de Guayaquil desde la perspectiva de padres y docentes, desde la perspectiva de docentes y padres de familia, año 2025-2026

Abstract

Abstract: Inclusive education faces the challenge of narrowing the gap between regulatory frameworks and their practical application within educational institutions, a disparity that can lead to differing perceptions among the various stakeholders involved. The objective of this research was to diagnose the perception of the inclusive education process in a Basic General Education institution located in the northern sector of the city of Guayaquil, from the perspective of both parents and teachers. The study was conducted under a quantitative approach, utilizing a non-experimental, cross-sectional, and descriptive design. The sample consisted of 20 teachers and 20 parents. Sociodemographic questionnaires and the Index for Inclusion by Booth and Ainscow (2002) were administered. The results demonstrated a favorable perception toward inclusive education; however, areas susceptible to improvement were also identified regarding the strengthening of inclusive practices, family engagement, and the consolidation of institutional policies that support diversity. It is concluded that, while advancements in inclusive education are evident, it remains necessary to reinforce comprehensive efforts to guarantee an effective and sustainable inclusion.