INCLUSIVE EDUCATION AND SCHOOL INTEGRATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS (SEN) IN ARENILLAS, ECUADOR

Abstract

Inclusive education and school integration are fundamental to guaranteeing the right to education for children and adolescents with special educational needs (SEN). This research analyzed the influence of these aspects at the "Kleber Tinoco Pineda" Specialized Education Unit. A mixed-methods approach was used, with an inductive-deductive structure, a cross-sectional design, and an exploratory study type. The tools and techniques used were bibliographic records, a Likert-type questionnaire administered to 20 students, and semi-structured interviews conducted with 14 teachers and 14 parents. Based on the obtained data, it can be seen that 95% of the students were satisfied with their circumstances at the educational establishment, which proves the importance of teacher and family assistance. The data revealed that teachers apply flexible strategies of concrete and visual materials, personal approaches, and curriculum modifications for effective learning. At the same time, it was established that there were negative influences that could lead to dropping out from school, namely unsuitable teaching materials, poor family involvement, cases of bullying or discrimination, and the lack of recreational zones with appropriate facilities. All in all, the obtained data reveal that there is significant progress achieved in the sphere of inclusive education and school integration at the studied establishment in terms of motivation and methodology. It becomes clear that it is vital to develop further teaching materials and enhance the school's infrastructure to increase students' academic results. Moreover, the role of families and society in the educational process should be improved to ensure comprehensive development