Actitudes y percepciones de los docentes frente a la inclusión en nivel inicial de la ciudad de Cuenca-Ecuador en el período lectivo 2024-2025

Abstract

Inclusive education seeks to integrate all students, regardless of their abilities or individual characteristics, within a supportive and equitable learning environment. Existing research highlights the crucial role of teachers’ perceptions and attitudes in the successful implementation of inclusive practices. However, there is a notable gap in studies specifically examining these perceptions within the context of early childhood education. This study aims to analyze how teachers’ attitudes and perspectives influence the effective implementation of inclusive education at the early childhood level. Employing a qualitative, descriptive research design, the study will involve 10 early childhood educators selected through convenience sampling from three public institutions. Data will be collected through semi-structured interviews to explore teachers’ opinions, experiences, and strategies related to inclusion. The study seeks to identify dominant attitudes, inclusive practices, the challenges teachers face, and the types of support they require. Findings are expected to contribute valuable insights for enhancing inclusive educational practices and informing teacher training programs in early childhood settings.