Educación Inclusiva como una Oportunidad para el Acceso a la Educación en Ecuador

Introduction: Inclusive education is recognized as a legal right in the regulatory framework in Ecuador; however, its implementation faces significant gaps that limit effective access for historically excluded groups. Objective: To analyze the current state of inclusive education in Ecuador as an opportunity for social transformation. Methods: A mixed-method research study was conducted, combining a documentary review of regulations and specialized literature, as well as a structured survey applied to 3twenty-five participants in the educational system, including students, teachers, and parents. Results: Participants perceive that the progress made in access to inclusive education is limited. They identify as the main barriers the inadequate training of teachers, insufficient pedagogical resources, and low institutional commitment. They believe that the greatest obstacles are faced by students with disabilities and those in vulnerable situations, and that regular classrooms do not fully meet their needs. Conclusions: Inclusive education in Ecuador remains more of an aspirational goal than a consolidated reality. Viewing it as an opportunity requires context-aligned policies, comprehensive initial and ongoing teacher training, active family participation, and pedagogical approaches that respect individual differences.