Educational Inclusion and Intellectual Disability

Abstract

Educational inclusion in Ecuador in the last ten years has evolved significantly, with the change from the concept of integration to educational inclusion. The objective of this case study was to determine to what degree inclusive practices and policies are applied and their impact on students with intellectual disabilities and on students who are considered subjects of inclusion. For this, a psychopedagogical intervention process was carried out based on exploration techniques and instruments. Among them: psychological interview with parents, students and teachers, direct and indirect observation, Wisc IV intelligence scale, and basic functions test. With an experimental group of 6 students with certified disabilities and, on the other hand, a control group of 12 students without a disability card, of whom cognitive deficit is suspected Among the most relevant results, it was obtained that both the experimental group and the control group are found to be below the norm. It is concluded that there is still a long way to go in the field of true educational inclusion, starting from constant training in attention to diversity aimed at teachers. Additionally, attention to diversity should not be addressed exclusively from the student, but from their context: family, school, and social.