Peality and Perspective of the Inclusive Education in Ecuador The Direct ActorsPerspectives

This paper reviews the status of Inclusion Education in Ecuador from a critical interpretative approach and partner, based on the national legal framework and their implications for teaching practice. For the empirical part it was attended teachers from 30 institutions of basic education, where they assist students with disabilities; both public and private. They were collected through interviews with parents, faculty and staff of Special Education and Inclusive sector those future prospects determined. The results show that the situation of inclusive education in Ecuador is in the initial state despite the favorable legal opinions. To achieve substantial changes in inclusive education, it is demand for more direct involvement of all actors.