Estrategias didácticas para fortalecer el proceso de inclusión en el nivel de educación básica en la escuela “José Sotomayor Falquez"

This research focused on the use of didactic strategies to strengthen educational inclusion at the “José Sotomayor Falquez” school, aiming to enhance access and equity in basic education. The general objective was to develop strategies that promote more inclusive teaching, encouraging the active participation of all students, especially those with special educational needs (SEN). A mixed-methods approach was applied, with a non- experimental descriptive and explanatory design. Data collection involved observation and interviews with teachers, enabling an analysis of the quality of educational inclusion, teachers' knowledge of inclusive strategies, and their effectiveness in the classroom. The results indicated that while teachers implement inclusive strategies, they are not always applied effectively due to a lack of specialized training and adequate resources. It was also observed that students with SEN participate actively in academic and extracurricular activities, although the school’s infrastructure does not meet accessibility standards. At the regulatory level, teachers were generally familiar with national and international inclusion laws, although their knowledge was sometimes limited. In conclusion, despite efforts to foster inclusive education, challenges persist, such as insufficient teacher training, the need to improve school infrastructure, and a lack of follow-up on the implementation of strategies. It is recommended to strengthen teacher training, optimize pedagogical resources, and ensure educational policies that promote a more equitable and accessible education for all.

• 1. Verfasser: Palma Muñoz, Mayerli Nahomi (author)
• Format: bachelorThesis
• Sprache: spa
• Veröffentlicht: 2025
• Schlagworte: Educación Inclusiva; Estrategias Didácticas; Formación Docente; Inclusión Educativa
• Online Zugang: https://repositorio.uteq.edu.ec/handle/43000/8371