Teachers’ Perception on the Inclusion of Students with Disabilities in the Regular Education Classroom in Ecuador

Abstract

Nowadays, contradictory viewpoints are showed when defining disability. On the one hand, there are theoretical frameworks focused on the personal limitations, while, on the other hand, each time it is more extended those ones which highlight the restrictions on the social fabric. It becomes essential to integrate both frameworks considering disability as a social phenomenon besides the collective responsibility that demands further action by society as a whole.

Currently, Ecuador is suffering an economic recession due to the drop in the price of oil and the appreciation of the dollar, together with the catastrophic effects of the earthquake recorded in 2016. Before 2014, Ecuador was experiencing economic growth resulting in major investment in social areas such as education, thus promoting educational and labour market inclusion of people with disabilities.

This study shows the perspective of teachers in Ecuador towards students with disabilities before the development of a program of postgraduate studies for specializing them to cater for the special educational needs. Moreover, the aim is to assess abilities and barriers that teachers have to face up with regard to inclusion of disability in the regular classroom. The majority of teachers in Ecuador are unanimous in stating that academic career training on the issue of education inclusion and accessibility will entail a maximum support carrying out their teaching assignments as well as materials adapted to suit the students’ needs. Furthermore, a wide range of teachers were aware of the case of students with disabilities in the classroom. Besides, among the main problems, architectural barriers and the lack of inclusion were the most important for the participants.

Taking all of this into consideration, it is perceived that teachers from Ecuador are not fully prepared for having students with disabilities. That is why a deeper training in special educational needs should be necessary.