La funcionalidad familiar y el proceso de inclusión de los estudiantes con necesidades educativas sensoriales de la Universidad Técnica de Ambato

Abstract

The purpose of this research was to determine if family functionality influences the process of inclusion of students with sensory educational needs. It is a topic of great importance in society and today what is sought is to promote inclusion environments from the educational system, even more so if it is spoken in the university environment, is why it presents a practical guide of personal empowerment and development of social skills that will contribute to the work of the Student Welfare and University Assistance Directorate (DIBESAU) in the process of inclusion. The methodology used in the research was quantitative and qualitative to know through surveys and interviews how the process of inclusion of students in the Technical University of Ambato occurs, through the data obtained it could analyze aspects of the student, his family and educational inclusion. The socio-critical paradigm was the most appropriate to use in research because students are the only actors that can promote the change of their reality and the resolution of problems. In this case being able to transform the reality of the process of inclusion within the education system based on positive family support, being participants and promoting access to quality education that guarantees access to and permanence in higher education, mitigating any sample or indication of discrimination that may be generated.