This article is part of concepts and theoretical reflections regarding Pedagogical Strategies used in inclusive education in Ecuador. It is based on an investigation of mixed design, quanti-qualitative - interpretative of documentary type making use of the method as: the hermeneutics through the instrument Knowledge Development ProcessConstructivist (Proknow-C). The purpose was to analyze different bibliographic sources in order to historically finish the inclusive education and how the pedagogical strategies are used in the educational system in Ecuador, between the years 2008 - 2020. For this purpose, 92 documents were selected, of which 72 refer to inclusive education and 20 are related to pedagogical strategies for their respective analysis. The results identified the theories of inclusion, education, and pedagogy directed at different approaches, including inclusive, pedagogy, education, and law, among others. In the same way, in the definitions we can find the Declaration ofSalamanca 1994 as the initial axis to the inclusion of people with SEN in which several documents reflect the use of an educational model such as the Index for Inclusion.Key words: disability, inclusion, special educational needs, diversity.
Published on 05/10/21Accepted on 05/10/21Submitted on 05/10/21
Licence: CC BY-NC-SA license
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