The situation of educational inclusion and school integration of adolescents with motor disabilities in Manabi, Ecuador

Education as a fundamental right is one of the development goals of high priority in nations whose progress requires permanent evaluation. This research aims to explain the perceptions of teachers regarding the situation of educational inclusion and school integration of students with motor disabilities. This study subscribes to the reflective critical paradigm and uses quantitative research techniques. The sample consisted of 100 teachers who serve students with motor disabilities in schools located in the Manta, Montecristi, and Jaramijo cantons during the 2019-2020 period. The inclusion indexes of Bristol and the instrument of school integration of Suria were applied. The results show that teachers perceive low levels of achievement in inclusive politics, culture, and practices, report a high concern about having to serve students with disabilities, and declare that they have limited training to address diversity. It is concluded that students with disabilities are exposed to low levels of inclusive education and poor school integration processes, problems that reduce the equity in access to quality education.