INCLUSIVE POLICIES, CULTURE AND PRACTICES IN HIGHER EDUCATION STUDENTS

Abstract

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.