Inclusive practices and their impact on the learning of students with disabilities in public institutions
DOI:
https://doi.org/10.64747/stkywx58Keywords:
inclusive education, teacher training, family involvement, curricular adaptations, technical high schoolAbstract
This study analyzed the impact of inclusive practices on the learning of students with disabilities in four basic and technical high schools in Echeandía, Bolívar province, Ecuador. A mixed-methods sequential explanatory design was employed, combining teacher surveys with interviews involving administrators, students, and families. The sample included 24 teachers, 8 administrators, 16 students with disabilities, and 16 parents. Data collection was conducted between February and May 2025. The instruments, a structured teacher survey and interview/focus group guides for other stakeholders, were expert-validated. Quantitative results indicated that 87.5% of teachers implemented curricular adaptations weekly and 70.8% frequently utilized active methodologies. The mean perceived effectiveness of inclusive practices was 4.1 out of 5 (SD = 0.6). A significant correlation (rho = 0.54; p < 0.01) was found between teacher specialized training in inclusion and the frequency of applying inclusive practices. Qualitative findings identified institutional commitment and family involvement as strengths, while the lack of specialized resources and material barriers were limitations. It was concluded that well-contextualized inclusive practices significantly improve learning among students with disabilities, although structural challenges remain and require systemic intervention.
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Copyright (c) 2025 Diana Lizbeth Álvarez Guamán, Eva Marlene Fuentes Cabrera, Narcisa Isabel Guamán Pilataxi, Patricia Rolanda Verdezoto Paredes (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
