Browsing by Author "Cedillo Quizphe, Isabel Cristina"

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    Percepciones de docentes de Educación General Básica acerca del Diseño Universal de Aprendizaje
    (Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-23) Lojano Lojano, Nathaly Maritza; Tenempaguay Carangui, Evelyn Gisela; Cedillo Quizphe, Isabel Cristina
    The Universal Design for Learning (UDL) is a model that allows all students, regardless of their abilities, to access learning. The use of UDL in the classroom is essential to create equitable learning environments adapted to the needs of all students. The objective of this research was to describe the perceptions of basic general education (BGE) teachers regarding UDL to promote educational inclusion. To this end, a quantitative, descriptive, and nonexperimental study was carried out. The research included 74 teachers from the second to the seventh year of basic education, specifically from the city of Cuenca. For data collection, a questionnaire was used to measure teachers' perceptions of UDL, consisting of 26 items grouped into three dimensions, measured using a Likert scale. The results showed that most teachers most frequently apply Principle III of UDL, related to forms of motivation and engagement. It was also found that teachers with postgraduate (fourth level) education are those who apply UDL the most in the classroom.
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    Perspectivas del maestro novel sobre la educación inclusiva en Educación General Básica
    (Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-21) Muñoz Saenz, Danna Micaela; Garcés Vargas, Juan Fernando; Cedillo Quizphe, Isabel Cristina
    This study focuses on the perspectives of novice teachers regarding inclusive education at the level of Basic General Education. The research arises from the need to understand how teachers who are in the early stages of their professional careers and entering the educational system comprehend, face, and perceive the challenges of their professional practice when working in diverse classrooms. For this purpose, the main objective of the study was to analyze the perspectives of novice teachers on inclusive education in public elementary schools in the city of Cuenca. The research was conducted using a qualitative approach, specifically through a phenomenological study, which allowed for the interpretation of the experiences and conceptions of novice teachers concerning inclusive education. Among the most relevant findings, it was identified that although novice teachers understand inclusion as a right aimed at ensuring learning for all students, many of their notions are still linked to the idea of exceptionality or deficit. This reveals tensions between the rights-based approach and the medical approach. Furthermore, the interviewees question their teacher training, stating that it prioritized theoretical aspects while neglecting practical experience. This contradiction highlights the urgent need to rethink the teaching of inclusive education, seeking a balance between theoretical foundations and contextualized, meaningful practical experiences.