Percepciones de los padres y madres de familia sobre la inclusión educativa de sus hijos o hijas adolescentes con discapacidad intelectual, en una unidad educativa de la ciudad de Portovelo.

Abstract

This research arises from revealing the perceptions of parents about the educational inclusion of their adolescent children with intellectual disabilities belonging to an educational institution in District 07D03. To perform a comprehensive and holistic analysis, Bronfenbrenner's ecological model was used. Additionally, as a final point, several elements are presented that contribute to the design of a methodological model to investigate this problem. This study was carried out under a qualitative methodology, applying a semistructured interview, here relevant data of the study population was known. The sample for this study was considered to be 8 fathers and mothers of adolescents with intellectual disabilities. In relation to the results, it was known that there is a positive connection and inclusion in peer groups of the educational institution. This is also possible, as a result of the promotion of a culture of respect implemented by the educational units and their teaching team, the latter of which are in greater interaction with this priority attention group. Also, the vast majority of parents indicate that teachers are committed to ensuring that adolescents with disabilities understand what is taught in this context. Likewise, they work with an inclusion approach, which contributes to students with intellectual disabilities They feel part of this context.