Strategy for the educational care of students with Down Syndrome at Eloy Alfaro Basic Education School

Abstract

This scientific article aims to analyze the current conditions of educational care received by students with Down syndrome at Eloy Alfaro Basic Education School, with the purpose of establishing a pedagogical strategy that contributes to effective inclusion. The methodological approach was mixed, combining quantitative instruments (structured surveys administered to teachers and legal guardians) with qualitative techniques (semi-structured interviews and non-participant observation), which provided a broad and in-depth understanding of the phenomenon under study. The results reveal an intermediate level of teacher knowledge regarding educational inclusion, as well as a limited and sporadic application of curricular adaptations, which compromises the actual participation of students with disabilities in learning processes. In addition, structural barriers were identified, such as the lack of specialized training, scarcity of adapted teaching resources, and weak school-family engagement. From the qualitative perspective, pedagogical practices were found to be centered on homogeneity and showed limited interaction between teachers and students with disabilities, preventing the development of meaningful teaching and learning processes. Nevertheless, certain strengths were identified, such as teachers’ willingness to undergo training and families’ interest in active participation. Consequently, it is concluded that it is urgent to implement a comprehensive strategy that promotes continuous training, the provision of accessible resources, and the construction of a truly inclusive school culture.