Educational strategy to promote an inclusive culture of families at San Isidro School

Abstract

Educational inclusion is a priority challenge in Ecuador, especially for students with special educational needs (SEN). At the San Isidro School, limited family participation in inclusive processes is evident, affecting student learning and sense of belonging. The objective of this research was to design an educational strategy to foster an inclusive culture among families at the primary level. Using a mixed-methods approach, the study explored the level of family involvement and the barriers that limit their participation. The purposive sample consisted of 10 teachers and 30 parents. Semi-structured interviews, surveys, and direct observation were used. The results identified shortcomings in teacher preparation, the application of pedagogical strategies, and the connection with the home. Based on the diagnosis, an educational strategy was developed that promotes communication, respect for diversity, and school-family collaboration. This proposal contributes to strengthening an inclusive culture within the family environment, ensuring the academic and social success of students with SEN.

Keywords: Educational inclusion; diagnosis; interpretive paradigm.