Adapting inclusive methodologies for students with disabilities in urban schools in Ecuador [Adaptación de metodologías inclusivas para estudiantes con discapacidad en escuelas urbanas de Ecuador]
DOI:
https://doi.org/10.62574/rmpi.v5iEducativa.292Keywords:
inclusive education, special needs education, learning processesAbstract
Inclusive education represents one of the greatest commitments of the contemporary education system. The objective is to describe the adaptation of inclusive methodologies for students with disabilities in urban schools in Ecuador. The research adopted a qualitative methodological approach of a descriptive-interpretative nature, and 19 articles were selected for documentary analysis. The adaptation of inclusive methodologies for students with disabilities in the context of Ecuadorian urban schools has been described and analysed, configuring a referential framework made up of eight categories: 1) curricular adaptations, 2) assistive technologies, 3) teacher training, 4) accessibility of the physical environment, 5) participatory methodologies, 6) differentiated assessment, 7) collaborative work, 8) inclusive communication; which are interrelated in order to respond to the sociocultural and normative particularities of the national education system. These categories make up a pedagogical ecosystem that transcends the reductionist deficit-centred vision to embrace a multidimensional approach to educational inclusion.
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