Inclusive education in universities: practices and policies in Ecuador
DOI:
https://doi.org/10.31637/epsir-2024-1802Keywords:
inclusion, disability, diversity, inequality, accessibility, inclusive policies, inclusion index, inclusive cultureAbstract
Introduction: The article examines the phenomenon of educational inclusion in Ecuadorian universities, with a particular focus on the Bolivarian University of Ecuador. Notwithstanding the progress made in the formulation of regulations such as the LOES and the Organic Law on Disabilities, students with disabilities continue to encounter obstacles, particularly in virtual settings. Methodology: The study employs a qualitative interpretative methodology, and a survey based on the Inclusion Index to assess student perceptions of inclusive culture, policies and practices. Results: The results demonstrate a moderately positive perception, with average scores of 64.68% for inclusive culture, 64.99% for policies and 66.05% for inclusive practices. Nevertheless, there are areas that require improvement, particularly with regard to the accessibility of virtual platforms and the provision of teacher support for students with special needs. Conclusion: Despite the alignment of Ecuadorian policies with international standards, the implementation of these policies encounters challenges related to infrastructure and cultural awareness. It is essential to enhance the allocation of resources and the provision of teacher training in order to enhance equity in access and participation for students with disabilities and to ensure that inclusive policies are reflected in practice.
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