Determinants of academic achievement in high school students in public institutions
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This research analyzes the experiences of basic education teachers in the city of Quito regarding the inclusion of students with special educational needs, in the context of the educational inclusion model in force in Ecuador. Based on the need to ensure equitable and accessible education, the study focuses on understanding the perceptions, practices and challenges faced by teachers. A qualitative approach was used, through semi-structured interviews applied to teachers from public and private institutions, selected by intentional sampling. The results show a positive disposition towards inclusion, although barriers related to the lack of specialized training, institutional limitations and scarce technical support persist. Likewise, adaptive didactic strategies were identified, although often insufficient to respond to the diversity of needs. It is concluded that, although there is a teacher commitment to inclusion, it is essential to strengthen continuous training processes, interdisciplinary support and curricular adaptation to guarantee the right to a truly inclusive education. This research provides a critical view of the application of the inclusion model in educational practice, proposing concrete lines of action for its improvement.
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