Políticas educativas y su incidencia en ambientes de aprendizaje inclusivo, escuela de educación básica “Luis Amando Ugarte”, Machala 2024-2025.

Abstract

This study, entitled "Educational Policies and Their Impact on Inclusive Learning Environments, Luis Amando Ugarte Elementary School, Machala, 2024-2025," a prerequisite for obtaining the Bachelor of Basic Education degree, arose in response to the need to understand the relationship between educational policies and learning environments and how these policies guide the way learning environments should be designed and adapted to respond to the diversity of the student body.According to the research approach, it is mixed (quantitative-qualitative), explanatory, relational, descriptive, and propositional, and documentary and field-based.The research units consisted of 5 principals, 31 teachers, and 40 students with disabilities with a diagnosis and/or CONADIS card. At the end of the research, it was concluded that educational policies have a significant impact on the teaching and learning process, especially in ensuring quality and inclusive education. However, this is not fully implemented at the Luis Amando Ugarte Elementary School because these standards are not properly implemented in inclusive environments, but are only partially implemented in the following programs: El Buen Vivir (Good Living), the LOEI (Legal Education Law), the LOD (Democratic Education Law), and the Children and Adolescents Code (Children and Adolescents Code). The weak enforcement of educational policies has led to an educational deficit within the institution, as failure to comply with regulations jeopardizes students' access to inclusive environments and their educational performance.