Percepciones del alumnado de educación básica media sobre atención a la diversidad

Abstract

The present research work is framed in the field of attention to diversity, understanding diversity as an inherent characteristic of the human being. According to the latest data from the Ministry of Education in Ecuador, diversity in the classroom is due to factors such as culture, ethnicity, nationality, abilities, economic resources, and others. Previous studies on attention to diversity and educational inclusion have prioritized actors such as principals, teachers, parents and, to a lesser extent, students. Thus, it is contradictory to talk about attention to diversity and educational inclusion without considering the students who are in the classroom and are the focus of education. The objective of this study was to learn about the perceptions of students in middle elementary education regarding attention to diversity. For this purpose, quantitative research was conducted in a school in Cuenca with 76 children in middle elementary education, specifically in the sixth and seventh grades. A sociodemographic form was used and one of the questionnaires of the Index for Inclusion, which consists of three dimensions: cultures, policies, and practices, was applied for data collection. The main findings determine that the student's perception of attention to diversity tends to be positive; however, there is evidence of the lack of some important aspects to be considered to achieve the ideal of attention to diversity.