Family participation in the educational inclusion processes of preschool-age students with disabilities

Abstract

In the Ecuadorian context, it is possible to determine that despite the measures through which inclusion has been sought to promote inclusion in the educational field, not only structural, but also cultural shortcomings are evident. The objective was to determine how family participation influences the educational inclusion processes of preschool-aged students with disabilities. The applied methodology consisted of a mixed design to provide information that complements the data characterized textually, tabulated percentageally, the scope was descriptive and explanatory scope, and the method considered was empirical and inductive. The results made it clear that, although some parents seek to be present at all times in relation to their children's education, they do not always know the appropriate mechanisms to help them at home with their homework, some cannot always attend meetings for work reasons, but they send a representative, however, in the teacher surveys it was determined that this influences participation in classes and interaction with other students that some parents of these students with disabilities are not completely present. It is concluded that regardless of the disability they present, the presence and support provided by parents significantly influences their performance, which is why the development of a proposal such as a family integration program will represent the ideal opportunity to enhance skills and abilities. of preschool students with disabilities.