Proceso de inclusión en estudiantes con discapacidad intelectual moderada de la Unidad Educativa San Patricio en el año lectivo 2020-202. Caso de estudio

Abstract

In recent years our country has assumed an inclusive ideal in the field of special education that has been framed since the constitution of Ecuador (2008), where the challenge is also presented for the regular school based on what the LOEI and the constitution declare of Ecuador, the objective of this research is to analyze the inclusion process in students with moderate intellectual disabilities of the San Patricio Educational Unit in the elective year 2020-2021, identifying the causes that influence the inclusive education process in our country that gives the opportunity to study this previously excluded group. The methodology approached responds to the qualitative approach, at first an analysis of the theoretical foundations of inclusion was carried out, in front of our social context in which students are physically present in the educational space, but do not participate due to presenting intellectual disability and belong to the most disadvantaged sectors of society. The institution has pedagogical strategies for evaluation and intervention for students with SEN that are subject to regulations implemented by the Ministry of Education through the UDAI focused on adapting the student with disabilities to the educational system, due to the pandemic, through the virtuality where it is intended to generate a reflection of the pedagogical approach to intellectual disability to expand intervention programs benefiting this population.