Percepción docente sobre las barreras y facilitadores de la inclusión educativa de estudiantes con NEE asociadas a la discapacidad intelectual en instituciones educativas del cantón Gualaceo

Abstract

Education has evolved over time, in the past only those with ordinary abilities could receive it, but it has been achieved in part, to meet the diversity and now prioritizes an education without exclusion, however, in the Ecuadorian education system the inclusion of students with Special Educational Needs (SEN) is still considered a pending issue due to lack of resources or teacher training. The purpose of this research was to analyze the teachers' perception of the educational inclusion of students with SEN associated with intellectual disabilities in the canton of Gualaceo. Therefore, a qualitative approach methodology, phenomenological design and descriptive scope were used to identify the teachers' perception of the barriers and facilitators of educational inclusion of students with the described typology. The data collection was carried out through the application of interviews and focus groups with teachers from three schools in the area, the information collected was processed using the Atlas.ti software. The findings of the study revealed challenges in the implementation of the process of educational inclusion, since, despite conceiving it as a right to education, teachers face institutional barriers, lack of training and overload in the classroom. Even so, they highlight the importance of their pro-inclusion attitude, planning and support from DECE as key facilitators. Teacher training in diversity and the need for organizational structures that foster inclusion emerge as areas requiring urgent attention.