Análisis de la Educación Inclusiva: Un enfoque desde la realidad institucional en la ciudad de Quito-Ecuador

Abstract

Inclusive Education allows to eliminate the barriers of educational social exclusion, where schools and their teachers must consider the diversity present in the class, since there are people who depend on an educational need associated or not with disability, in this way, it is necessary to prepare methodological strategies, encouraging the learning of all children equally. The purpose of the letter is to show if schools and their teachers are prepared to serve students with some type of disability. On the other hand, the specific objectives are based on investigating the educational regulations in force in the country and demonstrating the discrepancy that exists between what the State proposes and what is evidenced in fiscal, municipal, and private institutions of the city of Quito. Method: The sample was composed of 30 teachers and 30 students from the province of Pichincha belonging to fiscal, municipal, and private educational institutions, where the data was recorded through surveys. Results: it was identified that institutions do not train teaching staff, assuming that 9 out of 10 schools do not implement adequate equipment in their classrooms and 5 out of 10 do not make physical adaptations to meet the SEN of their students.