Barreras y facilitadores para la inclusión de estudiantes con discapacidad en instituciones educativas regulares
DOI:
https://doi.org/10.64747/r0zq9d03Palabras clave:
educación inclusiva, discapacidad, liderazgo escolar, EBG mediaResumen
Este estudio analiza las barreras y facilitadores para la inclusión de estudiantes con discapacidad en instituciones educativas regulares urbanas de Educación General Básica Media en la provincia de Orellana, Ecuador. A través de un enfoque mixto, se recopilaron datos cualitativos y cuantitativos mediante entrevistas, grupos focales y cuestionarios aplicados a docentes, directivos y familias. Los resultados evidencian limitaciones estructurales, como la falta de infraestructura accesible, recursos pedagógicos adaptados y protocolos institucionales, así como debilidades en la formación docente. No obstante, se identificaron facilitadores significativos como el liderazgo escolar, la colaboración entre docentes y la participación familiar. El estudio concluye que la inclusión efectiva requiere la articulación de condiciones materiales, pedagógicas y culturales, destacando la necesidad de políticas educativas contextualizadas y sostenibles.
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Derechos de autor 2025 Narcisa Elizabeth Andrade Pinargote, Yessica Beiruth Patiño Guzmán, María Fernanda Samaniego Calapucha, Diana Leidi Valle Ledesma (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
