Revista Científica y Arbitrada de Ciencias Sociales y Trabajo Social: Tejedora. ISSN: 2697-3626

ROUTES AND PROTOCOLS FOR STUDENTS WITH SPECIFIC LEARNING DISORDERS AT THE NATIONAL UNIVERSITY OF CHIMBORAZO

Katy Mishel Allauca Llerena — 2025-02-28

The purpose of this study is to design routes and protocols for the care of students with Specific Learning Disorders at the National University of Chimborazo. This was achieved by identifying students and conducting a bibliographic review of scientific articles, statutes, and regulations on inclusive higher education for students with educational needs. Although higher education addresses the needs of the population with learning disorders, the applicability of regulations and routes for these individuals is not specified. The methodology employed was a mixed approach of descriptive and field type, which included an exhaustive exploration of information from journals, current legal regulations, and data collection through surveys. The results show that few students self-identified with learning. The purpose of this study is design routes and protocols for the care of students with Specific Learning Disorders at the National University of Chimborazo. This was achieved by identifying students and conducting a bibliographic review of scientific articles, statutes, and regulations on inclusive higher education for students with educational needs. Although higher education addresses the needs of the population with learning disorders, the applicability of regulations and routes for these individuals is not specified. The methodology employed was a mixed approach of descriptive and field type, which included an exhaustive exploration of information from journals, current legal regulations, and data collection through surveys. The results show that few students self-identified with learning

INCLUSIVE POLICIES, CULTURE AND PRACTICES IN HIGHER EDUCATION STUDENTS

Verónica Nataly Cevallos Granizo — 2025-02-28

The purpose of this research was to analyze the policies, culture, and inclusive practices among students from the Faculty of Education, Humanities, and Technologies at the National University of Chimborazo. A mixed-methods approach was employed with a descriptive scope and non-experimental design. The study population consisted of 599 students distributed across twelve programs. Surveys were used as the data collection technique, with a structured questionnaire serving as the instrument. The results indicate that regarding inclusive policies, about one-fifth of the students are unaware of them. Inclusive practices are shown to be strong in terms of the use of adapted teaching tools, evaluation methods, and teacher support. However, a weakness lies in the students’ integration of peers with special educational needs into curricular activities. Regarding inclusive culture, the faculty members demonstrate strength in this area, but the same cannot be said for the students, as nearly half of those surveyed admit that they do not feel part of an inclusive culture.

INCLUSIVE CLASSROOM ENVIRONMENT AND MEANINGFUL LEARNING ON SPECIFIC EDUCATIONAL NEEDS

María Fernanda Cuji Sangucho — 2025-02-28

Scientific evidence at the global, regional and national level shows the weight that the classroom environment, with greater emphasis on emotional elements, has on inclusive processes. The purpose of the present study was to analyze the inclusive classroom environment and meaningful learning in specific educational needs. It was developed under the qualitative paradigm, with a descriptive scope and non-experimental design. The population was made up of 15 Basic Education teachers, taking as a sample 5 teachers from the high school, elementary and middle school sublevels. The non-participant observation technique was used and the observation sheet was used as an instrument. The results show weaknesses in the classroom environment in relation to the fact that there are no time spaces for feedback and academic reinforcement for students with specific educational needs, and there are also no specific educational resources for this group of students, in terms of learning. significant, the students' previous experiences in relation to the new topic are not taken into account, diversity is not taken into account to include them in the learning activities. In conclusion, an inclusive classroom environment, supported by strong affective and interrelated elements, not only improves the educational experience of students with Specific Educational Needs, but also strengthens group cohesion and fosters a more equitable and meaningful education for all

STRATEGIES FOR THE EDUCATIONAL INCLUSION OF STUDENTS IN HUMAN MOBILITY, NATIONAL UNIVERSITY OF CHIMBORAZO

Mayra Alejandra Fiallos Sánchez — 2025-02-28

Human mobility is a process that has been present in all moments of human history, which is currently of great international visibility, due to the socio-cultural events taking place worldwide. Accordingly, current migration processes are part of the search for better economic, social, cultural and educational conditions. Accordingly, the present research was directed by the objective of proposing strategies for the educational inclusion of students in a situation of human mobility at the National University of Chimborazo, for which a mixed methodology was used with data provided by the university and included an exhaustive documentary review of local data and publications of international organizations to which it was possible to have access. The results showed that UNACH has inclusive policies for students in conditions of human mobility, however, due to the need observed, it is proposed as proposals for strategies to better serve this population to have a national, regional and municipal observatory that allows for reliable data to ensure the principles of accessibility, adaptability, acceptability and availability, as set out by the Committee on Economic, Social and Cultural Rights (2021).

ROUTES AND PROTOCOLS FOR THE INCLUSION OF STUDENTS WITH VISUAL DISABILITY IN HIGHER EDUCATION

Mireya Lizeth Imbaquingo Pijal — 2025-02-28

Educational inclusion is a multidisciplinary strategy that guarantees compliance with the principle of universalization of education within a framework of rights, providing support to those who present a condition of disability, specific learning disorder, giftedness, socioemotional and/or economic vulnerability, catastrophic diseases or discrimination based on gender identity, religion, culture, among other barriers that affect the learning of many students around the world. The purpose of this research was to propose pathways and protocols for students with visual impairment in the higher education system. It was carried out under a qualitative approach, with an exploratory and applicative scope, considering a population of 293 students and a sample of 9 students with visual impairment. Among the results, it is highlighted that there is a population with visual impairment without updated medical follow-up or without a current disability card. The research concludes that the National University of Chimborazo has a solid internal legal framework, which facilitates the implementation of routes and protocols in favor of the visually impaired student population.

ROUTES AND PROTOCOLS FOR THE EDUCATIONAL INCLUSION OF STUDENTS IN SITUATIONS OF HUMAN MOBILITY

Emma Marisol Llanga Asitimbay — 2025-02-28

This article describes the inclusion of students in situations of human mobility in higher education, emphasizing that educational inclusion is a fundamental right that guarantees equal opportunities. The general objective is to establish pathways and protocols for students in situations of human mobility at the National University of Chimborazo. The methodology employed followed a mixed methods approach, incorporating both quantitative and qualitative methods. The study has a non-experimental, descriptive design, as the variables ere not manipulated: Educational Inclusion and Human Mobility, the population consisted od students from UNACH, and the sample included students in a situation of human mobility, with a total of 312 participating students. The information was collected through surveys as a part of the UNACH project: “Inclusion of students with specific educational needs at the National University of Chimborazo” the results reveal that only a minority of students in situations of human mobility responded to the survey. Among them, many reported debilitating emotional conditions such as depression and anxiety, while only a few received psychological support or had formalized documentation. These highlights significant gaps in the mechanisms of care, underscoring the necessity for designing sustainable solutions and ensuring continuous monitoring to promote equity and respect for human rights in educational contexts.

DIDACTIC STRATEGIES FOR TEACHING ENGLISH TO STUDENTS WITH INTELLECTUAL DISABILITIES IN THE ELEMENTARY SUBLEVEL

Paulina Elizabeth Lozano Campoverde — 2025-02-28

Currently, students with intellectual disabilities face significant challenges in acquiring English language skills due to the lack of pedagogical strategies tailored to their specific needs. Therefore, the objective of this study was to propose didactic strategies for teaching English to elementary-level students with intellectual disabilities. A quantitative approach was employed, using surveys directed at the parents of these students. Additionally, a literature review of the theoretical foundations of intellectual disability and English language teaching was conducted. The survey results indicate that, according to parents' perceptions, multisensory and kinesthetic strategies, as well as interactive games, are considered the most effective for improving the learning process for these students. Furthermore, collaborative interaction and social engagement are key elements in fostering communicative and social skills. Based on these findings, a proposal was formulated with the aim of not only enhancing English language learning but also strengthening students' social and communicative competencies by creating an inclusive and motivating educational environment that encourages active participation. In conclusion, inclusive teaching strategies, such as the use of multisensory resources, interactive games, and kinesthetic learning, could benefit English language instruction for students with cognitive disabilities, as these methods not only actively engage students but also have the potential to promote a more motivating educational environment.

POLICIES, CULTURE, AND INCLUSIVE PRACTICES IN TEACHERS OF SCHOOL OF POLITICAL AND ADMINISTRATIVE SCIENCES-UNACH

Doménica Stefannya Tapia Gavidia — 2025-02-28

This study examines the policies, culture, and inclusive practices among faculty members of the School of Political and Administrative Sciences at the National University of Chimborazo (UNACH). In a context where inclusive education is crucial for sustainable development, the research aimed to understand how professors implement and perceive these inclusive dimensions. A mixed-method approach was employed, combining quantitative and qualitative phases. Surveys were conducted with 51 faculty members using the Situational Scale for Attention to Diversity and Educational Inclusion (ESADIE), complemented by in-depth interviews. The findings reveal predominantly positive perceptions regarding inclusion in terms of culture but highlight limitations in policies and resources, particularly concerning infrastructure and faculty training. Additionally, progress in inclusive practices, such as the use of diverse pedagogical strategies, was noted, though gaps persist in the implementation of curricular adaptations. The analysis underscores that UNACH faces challenges related to effectively communicating inclusive policies, improving faculty training, and enhancing physical and digital accessibility. Diversity in classrooms is acknowledged as an enriching resource, yet greater institutional efforts are needed to ensure fully in

INCLUSIVE POLICIES, CULTURE AND PRACTICES IN THE HEALTH SCIENCES DEPARTMENT TEACHING STAFF

Maria Elena Torres Torres — 2025-02-28

This current research analyzes the Inclusive Policies, Culture and Practices in the Health Sciences Department Teaching Staff at the National University of Chimborazo, with the main objective of identifying strategies that allow promoting more equitable and accessible educational environments for all students. This is supported by a quantitative approach, which allowed collecting and analyzing numerical data to describe and understand educational phenomena, which became a key process to identify patterns or trends that can guide future inclusive actions and policies in the university environment. The results obtained reveal both significant progress and persistent challenges in the promotion of an equitable and accessible education. Although a favorable regulatory framework and a partial recognition of inclusive values have been identified, it is evident that the effective implementation of these policies is hindered by limitations in infrastructure and the need for further teacher formation. Therefore, it is concluded that it is important for the entire university community to adopt action plans, taking into account that inclusion is not a single objective to be achieved, but a continuous process that demands the collaboration of all the actors involved, allowing progress towards a future where each student, without any excuse, will have the opportunity to develop their potential in a truly inclusive educational environment.

TSUPPORT PROTOCOLS FOR STUDENTS WITHSPECIAL EDUCATIONAL NEEDS DUE TO SOCIOEMOTIONAL VULNERABILITY AT UNACH

Angel Fernando Villacrés Lara — 2025-02-28

This research is based on the need to provide structured support to students with especial educatiional needs associated with socioemotional vulnerability in a university context, the main objective was to créate pathways and protocols to ensure effective support at the National University of Chimborazo (UNACH). A mixed methods approch was employed, combining qualitative tolos, such as interviews with key informants, an quantitative data análisis to gain a comprehensive understanding of the issue. The results revealed the lack of specific protocols at the institution and high prevalence of cases related to anxiety and depression among students, additionally, 100% of participants lacked a prior formal mental health diagnosis, highligthing underdiagnosis and limited acces to specialized services, including detection, diagnosis, intervention, and follow-up phases, along with reasonable academic accommodations. In conclusion, this study emphasizes the urgent need to implement inclusive strategies that address students´emotional and academic needs, promoting their well-being and academic success. The findings underscore the importance of a multidisciplinary approach and development of robust institutional policies to address this emerging reality in higher education.

ROUTES AND PROTOCOLS TO PREVENT DISCRIMINATION AGAINST STUDENTS OF PEOPLES AND NATIONALITIES OF ECUADOR

Priscila Lizeth Yucta Inca — 2025-02-28

The objective of this research focuses on establishing routes and protocols to prevent discrimination among students from the indigenous peoples and nationalities of Ecuador at the National University of Chimborazo. This study is based on the analysis of data obtained through a survey conducted with students from the following faculties: Political and Administrative Sciences, Health, Engineering, and Human Education and Technology Sciences. The structured questionnaire consisted of 10 closed-ended questions aimed at determining whether students had been victims of discrimination and understanding the context in which these events occur. The research approach is mixed, as both qualitative and quantitative techniques were applied, including documentary analysis and the interpretation of quantifiable data. The study is non-experimental with a cross-sectional cohort design, and has a diagnostic, exploratory, and propositional scope. The methods used were inductive, deductive, analytical, and scientific.

The results of the survey applied to 10,625 students through the institutional system SICOA revealed that university students had been victims of discrimination during their pre-university and university education. The most common causes identified were ethnic identification and socioeconomic condition. This highlights the need to propose routes and protocols aimed at preventing discrimination, reducing its impact, and changing students' perceptions, which is the essence of education.

Finally, it is important to mention that the proposed routes and protocols are based on a thorough bibliographic documentary analysis, considering and analyzing models that have been successfully implemented in similar contexts. This provides a basis for contextualizing the reality of the National University of Chimborazo. In conclusion, the proposed routes and protocols meet the needs of the subjects investigated, while also contributing to the comprehensive professional development of students and ensuring the enjoyment of their rights

FAMILY DIALOGUE AND ITS IMPACT ON THE COMPREHENSIVE SEXUALITY OF BASIC GENERAL EDUCATION STUDENTS

Ruth Alexandra Chugñay Lentifuela — 2025-02-28

The purpose of this research was to analyze the "Family dialogue and its impact on the comprehensive sexuality of students of Basic General Education" addresses how communication between parents and children influences the understanding and development of the comprehensive sexuality of students. This research has a mixed approach, combining qualitative and quantitative methods to analyze the relationship between family dialogue and students' knowledge on sexuality issues. The population consisted of 38 students from the Cicalpa Educational Unit, for which surveys were conducted with the students. It was observed that dialogue at home is limited, especially on issues related to sexuality, which affects the comprehensive development of young people. It is concluded that, although some parents try to talk about the subject, the lack of confidence and knowledge on how to approach it creates a barrier that limits students' understanding of sexuality, highlighting the need to strengthen both family dialogue and teacher training in this area to improve the educational process.

READING SKILLS AND PHONOLOGICAL AWARENESS IN BASIC EDUCATION

Patricia Elizabeth Vera Rubio — 2025-02-28

The purpose of this study was to establish the relationship between phonological awareness and the development of reading skills in Basic Education students. With a mixed approach, exploratory scope, quasi-experimental design, correlational, transversal, field type, a population of 207 elementary Basic Education students from several public schools in the city of Riobamba, quantitative, direct observation was used as a research technique, participant, structured and as an instrument a checklist where phonological awareness and reading skills were examined. The results indicate that a little more than a third of the group studied presents immaturity both in the development of phonological awareness and in reading skills and after the intervention this measure decreases by up to more than twenty points. Therefore, the study concludes that there is a direct relationship between phonological awareness and the scope of reading skills in elementary Basic Education students

THE ROLE OF THE TEACHER IN COMPREHENSIVE SEXUAL EDUCATION FOR BASIC GENERAL EDUCATION STUDENTS

Jenny Patricia Pilco Chávez — 2025-02-28

The purpose of this research was to analyze the role of teachers in comprehensive sexual education for upper Basic General Education students at the Cicalpa Educational Unit. A quantitative methodology was adopted, as the social issue was analyzed through the collection of statistical data, with a non-experimental design and a descriptive scope. The population consisted of upper Basic Education teachers from a rural institution in the Sicalpa Parish, Colta Canton, with a purposive non-probabilistic sample. The data collection technique used was a survey, with a structured questionnaire based on the Likert scale as an instrument. The results show a division of opinions among teachers, highlighting the fragility of the dialogue established with students. It is concluded that there is inefficiency in the preparation of teachers regarding comprehensive sexual education; although most have basic knowledge on the subject and occasionally address topics such as sexuality and teenage pregnancy, students rarely seek information on these issues, reflecting the lack of trust in the teacher-student relationship within this context

SPECIAL EDUCATIONAL NEEDS IN THE EDUCATIONAL FIELD: CRITICAL SUMMARY

Jorge Erick Bojorque Pazmiño — 2025-02-28

Educational inclusion is a fundamental principle to ensure equity and quality in access to education. This study analyzes the need for inclusive strategies in education, addressing key challenges and opportunities. The objective is to identify limiting factors and propose viable solutions. A qualitative methodology was used, based on document review and case analysis of schools with inclusion experiences. Regulatory documents, previous studies, and teacher-student experiences were analyzed. Results show that lack of resources, insufficient teacher training, and resistance to change hinder inclusion. However, strategies such as curricular adaptation, community awareness, and continuous teacher training have shown positive results in improving access and retention for students with diverse educational needs. It is concluded that implementing inclusive policies is essential to guarantee the right to education and promote a more equitable society. Schools must adopt a comprehensive approach that includes teacher training and active community participation to achieve effective educational inclusion