Perceptions of educational inclusion in a fiscal school in Guayaquil: basis for a manual of good practices

Abstract

Introduction. Inclusive education is an ongoing process of transforming school cultures, policies, and practices that require the participation of the educational community. Objective. To analyze perceptions of inclusive education among students, families, teachers, and school leaders at a publicly subsidized school in Guayaquil, with the aim of developing a handbook of good pedagogical practices for the elementary level of Basic General Education. Methodology. This descriptive, cross-sectional study used a mixed-methods approach. Questionnaires were administered to 50 fourth-grade students, 10 family representatives, and 16 school staff members. Closed-ended responses were analyzed using frequencies and percentages; open-ended responses underwent content analysis, complemented by three months of observation. Results. All ten family representatives strongly agreed with the choice of school, and 82% of students indicated that their families viewed the school positively, with no disagreement. None of the 50 open-ended responses mentioned mistreatment of students by school staff. Seventy-four percent reported working in pairs, and 70% receiving help from classmates. Sixty percent of families strongly agreed that teachers devote more effort to some students; 80% of students acknowledged the use of unpleasant nicknames in class, and 10% reported being able to choose their own activities. Conclusion. The school has an inclusive orientation reflected in its practices, although tensions remain related to material conditions, external factors, and views held within the educational community. General field of study: Education. General area of study: Education. Specific area of study: Inclusive education. Type of article: Original.