Inclusion as a fundamental principle in education: psychopedagogical implications
DOI:
https://doi.org/10.71112/4xr3rj89Keywords:
Inclusive education, institutional barriers, Psychopedagogical assessment}, rural education, teacher trainingAbstract
This research analyzes the psychopedagogical implications of inclusive education in public institutions in the Charapotó parish, Sucre canton, Manabí province. Using a mixed-method approach, the perceptions of teachers and institutional stakeholders regarding the barriers and opportunities for implementing inclusive practices were explored. The results show that, although teachers are generally positive, multiple structural limitations persist that hinder effective attention to diversity. Among the main barriers are limited training in inclusive education, a lack of adapted teaching resources, weak infrastructure, and limited specialized professional support. The discussion of the findings is based on theoretical frameworks that challenge traditional models of psychopedagogical assessment and promote a vision based on human rights and equity. It concludes that inclusion in rural contexts requires profound transformations at the institutional, training, and cultural levels. The study offers recommendations aimed at strengthening teacher training and developing contextualized inclusive policies.
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