Attention to diversity in inclusive education: challenges and proposals within the ecuadorian legal framework

Abstract

This study analyzes the importance of inclusive education and attention to diversity within the Ecuadorian educational context, highlighting the relevance of a legal framework that ensures equitable education for all. The objective is to examine how inclusive policies and regulations are applied in educational institutions and to assess their impact on teaching practices. The methodology used was qualitative and descriptive, based on a review of theories and previous studies concerning the legal framework for inclusive education in Ecuador, complemented by surveys conducted with a sample of 25 teachers working with students with disabilities in an educational unit in Montecristi, Manabí province. Initial findings show that, although teachers have knowledge of educational inclusion, most perceive a lack of preparation regarding the regulatory framework to address specific cases requiring inclusive attention. Additionally, the need for innovative teaching resources to facilitate inclusive learning and promote an environment of respect for diversity is emphasized. The conclusions underscore that, although there has been progress in recognizing the right to inclusive education, its implementation is limited due to variability in the interpretation of regulations. It is concluded that strengthening teacher training in legal and methodological aspects is essential to ensure effective inclusive education that fosters equity and respect in the school environment.