Publicado Jan 29, 2021



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Raúl Tárraga-Mínguez http://orcid.org/0000-0002-4458-5763

Ximena Vélez-Calvo

Pilar Sanz-Cervera https://orcid.org/0000-0001-6919-6150

Gemma Pastor-Cerezuela http://orcid.org/0000-0002-4992-4701

María Inmaculada Fernández-Andrés https://orcid.org/0000-0003-2808-0949

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Resumen




El objetivo de este estudio consiste en analizar los indicadores de inclusión en una muestra de escuelas de la ciudad de Cuenca, Ecuador, y comparar las percepciones entre diferentes agentes educativos. Para ello, se les aplicó el Index for Inclusion a 19 directores(as) de centros educativos, 156 familias y 30 graduadas de titulaciones universitarias de Educación. Los resultados evidencian diferencias en la percepción del grado de inclusión en los tres grupos. Se discute el papel del sesgo de deseabilidad social en la interpretación de los resultados.





Keywords

Director de colegio, educación universal, familia, percepciónEducational administrators, universal education, family, perception

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Cómo citar
Tárraga-Mínguez, R., Vélez-Calvo, X., Sanz-Cervera, P., Pastor-Cerezuela, G., & Fernández-Andrés, M. I. (2021). Educación inclusiva en Ecuador: perspectiva de directores, familias y evaluadores. Magis, Revista Internacional De Investigación En Educación, 14, 1-21. https://doi.org/10.11144/Javeriana.m14.eiep
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