The implementation of inclusive education in Manabí schools: challenges and opportunities

Abstract

The study examined the implementation of Inclusive Education in Manabí, Ecuador, at different levels of education, from basic education to university. Through surveys of students and interviews with teachers, the challenges and opportunities facing this educational practice in the region were evaluated. The results revealed a positive perception of Inclusive Education in general, although it varies depending on the educational level. Middle and high school students reported greater satisfaction compared to those in high school and university. Middle and high school teachers attributed high importance to Inclusive Education. However, common challenges are identified, such as the lack of curricular adaptations, accessibility barriers in the classroom, and difficulties in managing inclusive classrooms. Opportunities include the need for continuing education programs for teachers, promoting inclusive policies, and creating interdisciplinary support groups. It was found that students and teachers agree on the importance of teacher training and the adaptation of materials as critical areas in the implementation of Inclusive Education. A comprehensive vision of Inclusive Education is provided, highlighting the need for differentiated approaches according to the educational level and the importance of addressing the challenges identified to achieve more inclusive education in the region.