Barriers and facilitators for the inclusion of students with disabilities in regular educational institutions
DOI:
https://doi.org/10.64747/r0zq9d03Keywords:
inclusive education, disability, school leadership, middle schoolAbstract
This study analyzes the barriers and facilitators for the inclusion of students with disabilities in urban regular schools of General Basic Education (Middle School) in Orellana Province, Ecuador. Through a mixed-methods approach, qualitative and quantitative data were collected using interviews, focus groups, and questionnaires administered to teachers, school administrators, and families. The findings reveal structural limitations such as lack of accessible infrastructure, adapted pedagogical resources, and institutional protocols, alongside weaknesses in teacher training. However, key facilitators were identified, including committed school leadership, teacher collaboration, and active family involvement. The study concludes that effective inclusion requires the articulation of material, pedagogical, and cultural conditions, underscoring the need for contextualized and sustainable educational policies.
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Copyright (c) 2025 Narcisa Elizabeth Andrade Pinargote, Yessica Beiruth Patiño Guzmán, María Fernanda Samaniego Calapucha, Diana Leidi Valle Ledesma (Autor/a)
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