Educational inclusion of students with intellectual disabilities in basic education: analysis of teaching strategies applied in regular classrooms
DOI:
https://doi.org/10.64747/q8y4d592Keywords:
educational inclusion, intellectual disability, teaching strategies, basic education, classroom diversityAbstract
This study aimed to analyze the teaching strategies implemented by Basic Education teachers in regular classrooms in Durán, Guayas province, Ecuador, aimed at including students with intellectual disabilities. Using a qualitative-descriptive approach, data were collected through semi-structured interviews, classroom observations, and document analysis to examine inclusive pedagogical practices. Findings showed frequent use of individualized curricular adaptations, visual aids, cooperative learning, and formative assessment. However, these strategies were applied in a fragmented manner, limited by structural constraints, insufficient institutional coordination, and inadequate teacher training. The effectiveness of these practices was found to rely on institutional support mechanisms such as DECE and UDAI. The study highlights the need to strengthen inclusive school management models that promote curricular diversification and enhance teaching capacity. It concludes that diversified teaching strategies, when applied with pedagogical intent and systemic support, foster meaningful learning and active participation of students with intellectual disabilities, contributing to the fulfillment of their right to inclusive and equitable education.
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Copyright (c) 2025 Ingrid Elizabeth Rua Angulo, Marcia Lucía Delgado Yépez, Juan Agustín Luna Rengel, Rosa Dalia Soriano Perero (Autor/a)
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