Inclusion Support Teacher: systematization of a professional experience in an Ecuadorian educational institution
Main Article Content
Abstract
This article presents the systematization of the professional experience of a Support Teacher for Inclusion (DAI) in a public virtual-mode educational institution located in the Febres Cordero parish of Guayaquil, Ecuador. Through a qualitative approach, the study explores the DAI’s role in identifying, advising, and accompanying students with disabilities and/or learning difficulties. The analysis is structured around the official management model proposed by the Ministry of Education, highlighting the participation of key educational actors and the implementation of curricular adaptations. The findings reveal the importance of the DAI in promoting inclusive practices, addressing institutional challenges, and strengthening pedagogical responses to diversity. The study concludes with recommendations to reinforce the presence of this professional figure within the national education system.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
To promote the global exchange of knowledge, it facilitates unrestricted access to its contents from the moment of its publication in this electronic edition, and therefore it is an open access journal. The originals published in this journal are the property of the Complutense University of Madrid and it is mandatory to cite their origin in any total or partial reproduction. All contents are distributed under a Creative Commons Attribution 4.0 (CC BY 4.0) use and distribution license. This circumstance must be expressly stated in this way when necessary. You can consult the informative version and the legal text of the license.