Relationship between the perception of disability and the level of educational inclusion in higher education students in Ecuador

Abstract

DOI: https://doi.org/10.46296/rc.v8i16.0347

ABSTRACT

This study analyzes the relationship between disability perception and the level of educational inclusion among students with disabilities at a technological institute in Ecuador. Recognizing that inclusion does not depend solely on the physical presence of students in the classroom, but also on the structural, attitudinal, and pedagogical conditions that guarantee equitable participation, the general objective is to determine the influence of disability perception on the level of educational inclusion. The methodology employed was quantitative, correlational, and had a non-experimental, cross-sectional design. The sample consisted of 411 students, and statistically validated instruments were used. The results revealed a high positive correlation (r = 0.905, p < 0.001) between both variables, indicating that a more favorable perception of disability is associated with higher levels of educational inclusion. Furthermore, the exploratory factor analysis showed an adequate dimensional structure of the constructs, and the reliability of the instruments was high (α > 0.86). In conclusion, it is evident that improving perceptions of disability contributes significantly to strengthening inclusive practices in higher education contexts.

Keywords: Disability, educational inclusion, perception, higher education.