Perceptions regarding the attention to diversity and educational inclusion in university students

Abstract

Abstract This article analyzes the perceptions of university students regarding attention to diversity and educational inclusion. In recent years at the international level, important efforts have been made to establish policies that specify in actions, the principle of Education for all. In Ecuador they are contemplated in the Constitution (2008) and in the Organic Law of Higher Education (2010). Hence, the question that guides the research is: What perceptions do students have regarding the Attention to Diversity and Educational Inclusion? To answer this question, a quantitative, interpretative, field and cross-sectional research was carried out. The informants were 124 students of eighth semester of six careers of the Faculty of Education Sciences, of the National University of Chimborazo: Social Sciences, Educational Psychology, Sciences, Basic Education, Early Childhood Education and Languages, during the academic period 2017-I. The instrument that was used was the Situational Scale of Attention to Diversity and Inclusion Education, questionnaire based on the Index for Inclusion of Tony Booth and Mel Ainscown, constituted by three subcategories: culture, practices and inclusive policies. The results indicate that students have a favorable perception regarding attention to diversity and educational inclusion. However, this positive image alone does not guarantee the success of the process, since it is necessary to consolidate the culture and inclusive practices. Working on it, would favor the construction of an inclusive university for an inclusive society.