Inclusive Education in Basic Education: A Look at Educational Change in Ecuador

Abstract

 The purpose of this bibliographic review article is to establish a correlation between the current legal educational model, with respect to the application of strategies in classroom intervention that address inclusion and diversity, a systematization has been used as a basis; with the purpose of delimiting how influential they are in the implementation of a more inclusive education that adequately addresses diversity, taking into account the Salamanca declaration that establishes the basic guidelines of inclusive education, thus valuing important aspects that contribute to contrast the Ecuadorian reality. with leadership, inclusion and learning processes for all. Together, an analysis based on articles, scientific journals and books has been carried out, which has allowed us to collect information from reliable bibliographic managers referring to educational inclusion to bring it to the current Ecuadorian context. The results show us that the process of educational inclusion requires integrating essential aspects of the basic education system, for example, the creation of activities for classroom intervention for students, the professionalization of teachers and the redesign of education in a perspective that join the educational community. This indicates that in Ecuador there are laws, regulations and policy agreements applied to the educational area in force that on paper guarantee inclusive models and have generated important achievements, however, in reality social exclusion, due to intercultural, economic, racial areas is found. in a latent state as a serious opportunity to articulate an inclusive society beyond its legal framework.