Plan Curricular Institucional con enfoque inclusivo para la atención a la diversidad en la Escuela de Educación Básica Joel Monroy

Abstract

The current research aims to increase the perception of the inclusion rate of the Institutional Curricular Plan. (ICP) of Joel Monroy School of Basic Education to attend to the diversity of students. It was done through an exploratory action research exercise. Theoretically speaking, it was based on the inclusion proposals of authors such as Booth and Ainscow (2006), Echeíta (2008) and Muntaner (2017). This research study was developed at Joel Monroy School of Basic Education in the city of Cuenca, Ecuador. The study ascribes to the socio – critical paradigm. It uses a qualitative method. It was carried out into three phases: inclusive character diagnostic of ICP, development of the PCI intervention proposal based on the identified requirements in the previous phase, and finally, in phase 3, the content of the proposal was evaluated through the expert judgment technique, processed by applying the Aiken V coefficient. As a result, this study showed that the current ICP of Joel Monroy School of Basic Education does not have an inclusive approach that influences its inclusive educational practices even though the national policies and regulations of the National Educational System required it. Besides, this research showed that the ICP intervention proposal increases its perception of inclusiveness according to the evaluation carried out by some judges.