Proceso de inclusión educativa de personas con discapacidad en la Unidad Educativa Hermano Miguel La Salle – Quito.

Abstract

People with disabilities deserve support and reasonable adjustments to the curriculum so that an adequate process of inclusion in regular schools is generated and they can acquire significant learning for their future lives. The objective of this study was to analyze the process of educational inclusion of people with disabilities in the Hermano Miguel La Salle Educational Unit - Quito. The applied methodology was a qualitative approach, descriptive scope and non-experimental design; the data was obtained through the application of the INDEX guide questionnaires to the actors of the educational community (students with disabilities, parents, teachers and managers) and a focus group chosen for convenience. As a result, it was obtained that the inclusion processes for students with disabilities still present barriers, both curricular, infrastructure and teacher training; evidencing the absence of a total consolidation of inclusive education at a practical level. Which leads to the conclusion of the need to transform teaching methodologies and strategies for students with disabilities that guarantee their full integration into the educational system and the objective of their achievements.