Análisis de las actitudes docentes frente a los procesos de inclusión de niños/as con necesidades educativas especiales asociadas a discapacidad en las instituciones fiscales de la parroquia 5 de Agosto de la provincial Esmeraldas-Ecuador

This research analyzes teachers' attitudes toward inclusion processes for students with Special Educational Needs associated with disabilities in public institutions in the 5 de Agosto Parish, Esmeraldas, Ecuador. The approach used was mixed, employing qualitative and quantitative techniques. A survey was conducted among 305 teachers, and 11 principals from the different institutions were interviewed. The results showed that teachers have positive attitudes toward inclusive education processes, but that there is a pressing need to implement ongoing training and development programs to ensure genuine inclusion that transcends the mere integration of students. Furthermore, this research demonstrated the importance of teacher training in subjects that enable future teachers to develop knowledge, skills, and strategies to promote inclusion processes in the classroom.