La Inclusión Educativa a partir de los Ritmos de Aprendizaje desde la Realidad del Séptimo Grado de Educación General Básica en el Contexto Ecuatoriano

Abstract

In this curricular integration work, the importance of inclusion in the educational field was examined, highlighting the diversity of learning rhythms in students. Through the observation carried out in the pre-professional practices, the existence of these rhythms in the classroom was evidenced. The main objective of the research was to raise awareness about educational inclusion based on learning rhythms, in seventh grade of Basic General Education at the "Víctor Gerardo Aguilar" educational institution in the city of Cuenca, Ecuador. The adopted methodology was based on the socio-critical paradigm according to Orozco (2016), using a qualitative approach proposed by Sánchez (2019), and an action-research method as mentioned by Eliot (1993), cited by Bernal (2011). Various data collection techniques were used, such as participant observation, focus groups, and surveys. The findings revealed the importance of knowing and accepting individual learning rhythms, providing required support, as well as the need for adequate teacher training in strategies adapted to learning rhythms. In addition, the relevance of the flexible organization of the classroom, the adaptation of contents and resources, the active participation of the student and a flexible evaluation to reflect individual and collective progress were highlighted. These findings are the support of the conclusions where the didactic relevance that contributes to promoting an inclusive educational environment that attends to the different learning rhythms is recorded, promoting equity and enrichment of the educational process.