Políticas y prácticas educativas sobre educación inclusiva: percepciones de docentes universitarios en Cuenca-Ecuador

Abstract

This paper analyzes teachers' perceptions of educational policies and practices regarding inclusive education in order to understand how these perceptions affect the implementation of inclusive practices in the classroom. The research is developed in a context where inclusive education is a central axis of policies, but its implementation faces challenges derived from teacher preparation and institutional conditions. For this purpose, a quantitative approach is used, with a non-experimental, cross-sectional and descriptive design, which was carried out by means of non-probabilistic convenience sampling. The data collection was carried out through surveys applied to university teachers, using the Inclusion Index instrument adapted to the objectives of the study. The main finding reveals that, although teachers recognize the importance of inclusion, there are discrepancies between their practices and the applicability of inclusive policies, showing limitations in the training processes. It is concluded that it is necessary to strengthen teacher training in inclusive education through specific programs that articulate theory and practice, thus ensuring an effective implementation of inclusive policies and promoting accessible and equitable learning environments.