Application of educational strategies to promote inclusion in remedial students

Abstract

Objective: To analyze the application of strategies for educational inclusion in the leveling process at the Technical University of Manabí, as a basis for proposing improvements. Methods: The methodological process was guided by a quantitative approach, with a non-experimental design through a descriptive study, using surveys administered to all teachers involved in the leveling process. Results: A favorable mean was obtained, with opportunities for improvement in the dimension of access, equity, and individualized support. This led to the proposal of actions aimed at both teachers and students to create learning environments that value and respect diversity. Conclusions: Inclusive education seeks to ensure that all students have access to quality learning. Through differentiation, collaborative learning, and the use of accessible technology, active and equitable participation can be promoted. Future research could explore the effectiveness of specific strategies according to particular educational needs.