Ecuadorian Education in and for Diversity: Case Review

Abstract

This article aims to provide readers with guidelines for developing an appropriate educational inclusion (IE). It is part of the study of real cases analyzed from the Ecuadorian regulations and contrasted with a theoretical foundation about special educational needs (NEE). This reflection begins with the elaboration of a reference on the Ecuadorian legislation regarding IE and NEE. Three (3) experiential cases are presented based on the Ecuadorian educational context. Each case is analyzed in the light of the Ecuadorian regulatory framework and according to the theoretical basis of the NEE. This is to determine the relevance of IE that is developed in each case. From the individual and comparative analyses of the cases, several conclusions are determined on how EI is implemented in Ecuador. There is no intention to generalize the reality of Ecuadorian education about the treatment of NEE; rather, the study seeks to highlight scenarios that can be found within other educational institutions. In this context, the purpose of this article is to generate a reflective process about educational inclusion and its reality in Ecuadorian education.