Educación inclusiva en Ecuadorperspectiva de directores, familias y evaluadores

  1. Tárraga-Mínguez, Raúl 1
  2. Vélez-Calvo, Ximena 2
  3. Sanz-Cervera, Pilar 1
  4. Pastor-Cerezuela, Gemma 1
  5. Fernández-Andrés, María Inmaculada 1
  1. 1 Universidad de Valencia, España
  2. 2 Universidad del Azuay, Ecuador
Journal:
Magis: Revista Internacional de Investigación en Educación

ISSN: 2027-1182

Year of publication: 2021

Issue Title: Volumen 14. magis, Revista Internacional de Investigación en Educación

Volume: 14

Issue: 1

Pages: 1-21

Type: Article

DOI: 10.11144/JAVERIANA.M14.EIEP DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Magis: Revista Internacional de Investigación en Educación

Abstract

The objective of this study is to analyze the inclusion indicators in a sample of schools in the city of Cuenca, and compare the perceptions among different educational agents. Nineteen directors of educational centers, 156 families and 30 graduates of university degrees in education completed the Index for Inclusion. The results show differences in the perception of the degree of inclusion in the three groups. The role of social desirability bias when interpreting the results is discussed.  

Data source: Dialnet