Verdad y Derecho
Revista Arbitrada de Ciencias Jurídicas y Sociales
Vol. 3(3), 44-55, 2024
https://doi.org/10.62574/mqf4ax83
44
Analysis of public education policies, inclusion of people with disabilities
Análisis de políticas públicas de educación, inserción a personas con
discapacidad
Joselyn Gabriela Rivera-Velasco
ds.joselyngrv12@uniandes.edu.ec
Universidad Regional Autónoma de los Andes, Santo Domingo, Santo Domingo
de los Tsáchilas,
https://orcid.org/0009-0002-1102-3518
Cristian Fernando Benavides-Salazar
us.cristianbenavides@uniandes.edu.ec
Universidad Regional Autónoma de los Andes, Santo Domingo, Santo Domingo
de los Tsáchilas,
https://orcid.org/0000-0002-4326-2137
ABSTRACT
The objective of this study is to analyze the public policies of education and insertion of people with
disabilities in Santo Domingo de los Tsáchilas, Ecuador. The research was based on a mixed
methodological approach. The results of the study show that, in Santo Domingo de los Tsáchilas,
structural barriers persist, such as insufficient technical and human resources in the District Inclusion
Support Units (UDAI), lack of teacher training to apply curricular adaptations, failure to comply with
the equivalence table of students with disabilities per classroom and the absence of specific
scholarship programs, as well as a weak awareness of the double vulnerability faced by students
with disabilities belonging to priority attention groups.
Descriptors: inclusive education; special needs education; persons with disabilities. (Source: UNESCO
Thesaurus).
RESUMEN
Se presenta como objetivo analizar las políticas públicas de educación, inserción a personas con
discapacidad en Santo Domingo de los Tsáchilas de Ecuador. La investigación se fundamentó desde
un trabajo metodológico mixto. Los resultados del estudio evidencian que, en Santo Domingo de
los Tsáchilas, persisten barreras estructurales como la insuficiencia de recursos técnicos y humanos
en las Unidades Distritales de Apoyo a la Inclusión (UDAI), la falta de capacitación docente para
aplicar adaptaciones curriculares, el incumplimiento de la tabla de equivalencia de estudiantes con
discapacidad por aula y la ausencia de programas específicos de becas, asimismo, se identificó una
débil sensibilización sobre la doble vulneración que enfrentan estudiantes con discapacidad
pertenecientes a grupos de atención prioritaria.
Descriptores: educación inclusiva; educación especial; personas con discapacidad. (Fuente: Tesauro
UNESCO).
Received: 04/07/2024. Revised: 12/07/2024. Approved: 17/07/2024. Published: 01/09/2024.
Research articles section
Verdad y Derecho
Revista Arbitrada de Ciencias Jurídicas y Sociales
Vol. 3(3), 44-55, 2024
Análisis de políticas públicas de educación, inserción a personas con discapacidad
Analysis of public policies for education, inclusion of people with disabilities
Joselyn Gabriela Rivera-Velasco
Cristian Fernando Benavides-Salazar
45
INTRODUCTION
Public policies on education and inclusion of persons with disabilities are a reflection
of the commitment of states to guarantee fundamental rights, such as access to
education, decent work and full participation in society. These policies, framed in
principles of equality and non-discrimination, seek to eliminate the barriers that have
historically excluded persons with disabilities from education and employment.
However, their implementation faces challenges that go beyond regulations, as they
involve cultural, economic and structural aspects that hinder their effectiveness, a
documentary review is presented in Table 1:
Table 1. Public policies on education and inclusion of people with disabilities.
Article
Theme
Contributio
Geographical
context
Arteaga-Mora &
Andocilla-Cabrera
(2019)
Educational inclusion
for students with
disabilities
Analyses the impact of public policies for
educational inclusion in the Canton of
Milagro between 2007-2017.
Canton Milagro,
Ecuador
Arteaga-Moreira
et al. (2023)
Sheltered employment
for people with
disabilities
Examines sheltered employment in the
Ecuadorian private sector as a tool for the
inclusion of people with disabilities in the
labour market.
Ecuador
Arteaga-Ureta et
al. (2022)
Social inclusion and
socio-economic
challenges
It identifies the theoretical and socio-
economic challenges faced by people with
disabilities in the canton of Pedernales.
Canton
Pedernales,
Ecuador
Bravo-Gonzalez
et al. (2020)
Inclusion in higher
education
Analyses Ecuadorian legislation on the
inclusion of persons with disabilities in
higher education.
Ecuador
Carrasco-Lara
(2024)
Ecuadorian public
policies on inclusion
Detailed study of public policies in
Ecuador related to the inclusion of
persons with disabilities.
Ecuador
Cornejo-Zaga et
al. (2025)
Public policies on
disability in Latin
America
Comparative analysis of public policies on
disability in different Latin American
countries.
Latin America
Imacaña-Núñez &
Villacrés-López
(2022)
Inclusion of people
with disabilities in the
labour market
Explore the progress and challenges in
the labour inclusion of people with
disabilities in Ecuador.
Ecuador
Irrazabal-
Bohorquez et al.
(2023)
Inclusion of hearing-
impaired students in
higher education
Analyses inclusive processes for students
with hearing impairment in higher
education institutions.
Ecuador
Verdad y Derecho
Revista Arbitrada de Ciencias Jurídicas y Sociales
Vol. 3(3), 44-55, 2024
Análisis de políticas públicas de educación, inserción a personas con discapacidad
Analysis of public policies for education, inclusion of people with disabilities
Joselyn Gabriela Rivera-Velasco
Cristian Fernando Benavides-Salazar
46
Meléndez-Rojas
(2019)
Public policies and
inclusive education in
Latin America
Examines how public policies in Latin
America ensure access to inclusive quality
education for persons with disabilities.
Latin America
Ocampo (2018)
Inclusion and higher
education in Ecuador
Case study on the inclusion of people with
disabilities at the Catholic University of
Santiago de Guayaquil.
Guayaquil,
Ecuador
Subía-Cabrera &
Proaño-Tamayo
(2022)
Legal capacity of
persons with
disabilities
Analyses the legal capacity of persons
with disabilities in Ecuador and its relation
to human rights.
Ecuador
Zarpán-Romero
(2022)
Public management
strategy for inclusion
Proposes public management strategies
for the inclusion of persons with
disabilities in the municipality.
Ecuador
Source: Own elaboration.
In the field of education, the right to inclusive education is enshrined in international
instruments such as the Convention on the Rights of Persons with Disabilities
(CRPD), which establishes the obligation of States to guarantee an inclusive
education system at all levels. In Ecuador, studies such as Arteaga-Mora & Andocilla-
Cabrera (2019) show progress in the implementation of public policies for inclusive
education, especially at the basic level, but also highlight important limitations, such
as the lack of resources, adequate infrastructure and teacher training. These
shortcomings not only violate the right to education, but also perpetuate the
exclusion of persons with disabilities, limiting their personal and professional
development.
At the higher education level, Bravo-González, Córdova-Granda & Ramón-Merchán
(2020) analyse how Ecuadorian legislation has incorporated provisions to guarantee
the inclusion of students with disabilities in universities. However, in practice,
structural and attitudinal barriers persist that make it difficult for these students to
access and remain in higher education. This highlights the gap between the legal
recognition of rights and their effective exercise, which constitutes a pending debt
of the State with this population group.
In the labour sphere, the right to decent work without discrimination is also
protected by the CRPD and by national regulations that promote the inclusion of
persons with disabilities in the labour market. In Ecuador, sheltered employment,
analysed by Arteaga-Moreira, Silva-Briones & Véliz-Vergara (2023), is presented as
Verdad y Derecho
Revista Arbitrada de Ciencias Jurídicas y Sociales
Vol. 3(3), 44-55, 2024
Análisis de políticas públicas de educación, inserción a personas con discapacidad
Analysis of public policies for education, inclusion of people with disabilities
Joselyn Gabriela Rivera-Velasco
Cristian Fernando Benavides-Salazar
47
a key tool to guarantee this right. However, the authors point out that, although
there are legal incentives for hiring people with disabilities, the lack of awareness
in the private sector and prejudices towards this population limit its effectiveness,
which reflects the need for more comprehensive policies that not only focus on
regulations, but also on cultural transformation and the creation of accessible and
equitable work environments.
At the regional level, studies such as Meléndez-Rojas (2019) and Cornejo-Zaga et
al. (2025) extend the analysis to the Latin American context, where public policies
have sought to ensure inclusive quality education and promote labour market
insertion. However, these studies also highlight that lack of funding, weak inter-
institutional articulation and the absence of a comprehensive approach limit the
scope of these policies. This highlights the need for a human rights approach that
prioritises the active participation of persons with disabilities in the design,
implementation and evaluation of policies that affect them.
On the other hand, Arteaga-Ureta, Mera-Bravo & del-Jesús-Palacios-López's (2022)
analysis of socio-economic challenges in the canton of Pedernales shows how
structural barriers, such as poverty and lack of opportunities, aggravate the
exclusion of persons with disabilities, being complemented by Zarpán-Romero
(2022), who proposes public management strategies for the inclusion of persons
with disabilities in the municipality, highlighting the importance of adapting policies
to the specific realities of each territory.
As a consequence of the above, the objective is to analyse the public policies on
education and inclusion of persons with disabilities in Santo Domingo de los
Tsáchilas in Ecuador.
METHOD
The research was based on a mixed methodological approach, with a qualitative
documentary phase and a quantitative phase based on data collection through the
application of a survey, in this order:
Verdad y Derecho
Revista Arbitrada de Ciencias Jurídicas y Sociales
Vol. 3(3), 44-55, 2024
Análisis de políticas públicas de educación, inserción a personas con discapacidad
Analysis of public policies for education, inclusion of people with disabilities
Joselyn Gabriela Rivera-Velasco
Cristian Fernando Benavides-Salazar
48
The analysis of public policies related to inclusive education and care for students
with disabilities was carried out through a qualitative-descriptive study, based on a
documentary review of regulations, official reports and academic literature, as well
as interviews with key actors in the education system in Santo Domingo de los
Tsáchilas, Ecuador, including teachers, managers and families of students with
disabilities.
On the other hand, in the quantitative phase, surveys were applied to assess the
level of knowledge, perception and issues related to inclusive public policies, the
results of which were organised in tables to identify patterns and areas for
improvement.
The population surveyed in the quantitative phase consisted of 30 people,
distributed as follows: 12 teachers from educational institutions, who provided key
information on the implementation of inclusive public policies in the classroom; 10
parents or representatives of students with disabilities, who assessed the perception
and knowledge of these policies from the family perspective; 5 officials from state
entities, including staff from the District Inclusion Support Unit (UDAI) and the
National Council for Disability Equality (CONADIS), responsible for the supervision
and implementation of policies; and 3 school managers, who offered their vision on
the management and supervision of policies in educational institutions.
Qualitative data were analysed using the legal content analysis technique, while
quantitative data were processed using descriptive statistics.
RESULTS
The results of the research are presented:
Verdad y Derecho
Revista Arbitrada de Ciencias Jurídicas y Sociales
Vol. 3(3), 44-55, 2024
Análisis de políticas públicas de educación, inserción a personas con discapacidad
Analysis of public policies for education, inclusion of people with disabilities
Joselyn Gabriela Rivera-Velasco
Cristian Fernando Benavides-Salazar
49
Table 2. public policy analysis.
Aspect analysed
Description
Issues Identified
District Support Unit for
Inclusion (UDAI)
Provides
specialised
educational care
for students with
disabilities
through a
multidisciplinary
team.
- Lack of sufficient
technical staff.
- Not all educational
institutions have direct
access to UDAI support.
- There are only 2 UDAIs
in Santo Domingo.
Curricular Adaptations
Adjustments to
the educational
curriculum
according to the
individual needs
of students with
disabilities.
- Limited implementation
due to lack of adequate
follow-up.
- Lack of teacher training
to implement curricular
adaptations.
Student Equivalent
Set a maximum
number of
students with
disabilities per
classroom (e.g. 1
visually impaired
student equals 3
regular
students).
- Not met due to
overcrowded classrooms.
- High student demand
makes it difficult to
provide adequate
attention.
Issuance of Grants
Scholarships as
a financial
support
mechanism for
students with
disabilities.
- There are no specific
scholarships for students
with disabilities in basic
or secondary education.
- The Constitutional Court
ordered the creation of a
scholarship programme
in 2022, but it has not
yet been implemented.
Double Vulnerability
Being part of a
priority attention
group (children
and adolescents)
and having an
additional
condition
(disability).
- Lack of recognition of
the double vulnerability
by educational
institutions and families.
- Insufficient priority
attention to this group.
Source: Own elaboration.
Table 2 shows that public policies related to educational care for students with
disabilities reveal important challenges and areas for improvement:
Firstly, the District Inclusion Support Unit (UDAI), although it plays a fundamental
role in providing specialised care through multidisciplinary teams, faces significant
limitations, such as insufficient technical staff and lack of coverage in all educational
institutions. This is aggravated by the existence of only two UDAIs in Santo
Domingo, which restricts access to this service. To address these issues, it is
Verdad y Derecho
Revista Arbitrada de Ciencias Jurídicas y Sociales
Vol. 3(3), 44-55, 2024
Análisis de políticas públicas de educación, inserción a personas con discapacidad
Analysis of public policies for education, inclusion of people with disabilities
Joselyn Gabriela Rivera-Velasco
Cristian Fernando Benavides-Salazar
50
recommended to increase the number of technical staff and expand the coverage of
UDAIs to more educational institutions.
Regarding curricular adaptations, their implementation is limited due to lack of
follow-up and insufficient teacher training. This directly affects the quality of
inclusive education. Therefore, it is crucial to train teachers in the creation and
implementation of these adaptations, as well as to establish a continuous monitoring
system to evaluate students' progress.
The student equivalent, which regulates the maximum number of students with
disabilities per classroom, is not met in practice due to overcrowding and high
educational demand. This makes it difficult to provide adequate attention to
students with disabilities. To solve this problem, it is necessary to ensure compliance
with the equivalence table and to reduce the number of students per class.
In relation to the issuing of scholarships, there is an absence of specific programmes
for students with disabilities in basic and secondary education, despite the fact that
the Constitutional Court ordered the creation of a programme in 2022. The
implementation of this programme and the allocation of financial resources are
urgent measures to guarantee financial support for this group.
As for the problem of double vulnerability, which affects students who belong to
priority attention groups and have a disability, it is not adequately recognised by
educational institutions and families. This results in insufficient attention to this
group. It is essential to raise awareness of this situation among institutions and
families and to guarantee the special protection established in article 35 of the
Constitution.
Verdad y Derecho
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Vol. 3(3), 44-55, 2024
Análisis de políticas públicas de educación, inserción a personas con discapacidad
Analysis of public policies for education, inclusion of people with disabilities
Joselyn Gabriela Rivera-Velasco
Cristian Fernando Benavides-Salazar
51
Table 3. Survey results.
Aspect
Results
Public Policy Knowledge
83.33% of respondents know what public policy is.
Knowledge about the
UDAI
77.78% are aware of the existence of the UDAI.
Knowledge about
Scholarships
Only 16.70% are aware of scholarship programmes for students with disabilities.
Perception of
Scholarships
100% of interviewees consider scholarships to be an important mechanism for
educational inclusion, but insufficient without an inclusive education system.
Compliance with the
Equivalence Table
100% of the interviewees state that it is not met due to overcrowding in the
classrooms.
Source: Own elaboration.
Table 3 presents the results of a survey assessing respondents' knowledge and
perceptions of various aspects of public policy and educational inclusion:
Firstly, it is observed that the majority of respondents (83.33%) are aware of what
public policies are, which reflects a general level of familiarity with this concept.
However, knowledge about more specific aspects, such as the existence of the
Comprehensive Care Units (UDAI), decreases slightly to 77.78%. On the other hand,
only 16.70% of respondents are aware of scholarship programmes for students
with disabilities, which shows a significant information gap in this area.
Despite this, 100% of the participants recognise the relevance of scholarships as a
key mechanism to promote educational inclusion, although they consider that these
are insufficient if they are not accompanied by an inclusive education system, all
respondents agree that the Equivalency table is not met, pointing out that the main
obstacle is the excess of students in the classrooms, which highlights an underlying
challenge in the education system.
DISCUSSION
In the field of education, Arteaga-Mora & Andocilla-Cabrera (2019) highlight that
public policies have enabled progress in the inclusion of students with disabilities
at the basic level, but they also point out that the lack of resources, adequate
infrastructure and teacher training continues to be a major obstacle. This finding is
Verdad y Derecho
Revista Arbitrada de Ciencias Jurídicas y Sociales
Vol. 3(3), 44-55, 2024
Análisis de políticas públicas de educación, inserción a personas con discapacidad
Analysis of public policies for education, inclusion of people with disabilities
Joselyn Gabriela Rivera-Velasco
Cristian Fernando Benavides-Salazar
52
in line with the results of this research, which show that the District Inclusion
Support Unit (UDAI), in charge of providing specialised attention, faces significant
limitations, such as insufficient technical staff and coverage restricted to only two
units in Santo Domingo. These shortcomings make it difficult for students with
disabilities to access the necessary services, perpetuating inequalities in the
education system.
On the other hand, Bravo-González et al. (2020) analyse inclusion in higher
education and conclude that, although Ecuadorian legislation has incorporated
provisions to guarantee access for students with disabilities, structural and
attitudinal barriers persist in practice. This contrast between the regulatory
framework and its application is also reflected in the results of this research, where
it was identified that curricular adaptations, which are fundamental to guarantee
inclusive education, are not implemented effectively due to the lack of teacher
training and adequate follow-up, the non-compliance with the equivalence table of
students with disabilities per classroom, pointed out both in the literature and in
the data obtained, highlights the need to strengthen educational management to
guarantee adequate attention.
In the field of employment, Arteaga-Moreira et al. (2023) highlight that sheltered
employment is a key tool for the inclusion of people with disabilities in Ecuador.
However, the authors warn that the lack of awareness in the private sector and
prejudices towards this population limit the effectiveness of these policies. This
analysis coincides with the findings of this research, which show that, despite legal
incentives, labour inclusion remains a challenge due to the lack of a comprehensive
approach that addresses both regulatory and cultural aspects. . The creation of
accessible and equitable work environments remains a pending task to guarantee
the right to decent work for people with disabilities.
A critical aspect identified in this research is the issue of double vulnerability, which
affects students who belong to priority groups and have a disability. On the other
hand, Arteaga-Ureta et al. (2022) point out that structural barriers, such as poverty,
aggravate the exclusion of people with disabilities, while Zarpán-Romero (2022)
Verdad y Derecho
Revista Arbitrada de Ciencias Jurídicas y Sociales
Vol. 3(3), 44-55, 2024
Análisis de políticas públicas de educación, inserción a personas con discapacidad
Analysis of public policies for education, inclusion of people with disabilities
Joselyn Gabriela Rivera-Velasco
Cristian Fernando Benavides-Salazar
53
proposes public management strategies that adapt policies to the specific realities
of each territory. In this sense, the results of this research confirm that the lack of
recognition of the double vulnerability by educational institutions and families
results in insufficient attention to this group, which highlights the need to raise
awareness among the actors involved and guarantee the special protection
established in the Ecuadorian Constitution.
At the regional level, Meléndez-Rojas (2019) & Cornejo-Zaga et al. (2025) extend
the analysis to the Latin American context, where public policies have sought to
guarantee inclusive quality education and promote labour market insertion.
However, both authors agree that lack of funding, weak inter-institutional
articulation and the absence of a comprehensive approach limit the scope of these
policies. This regional panorama reflects the challenges identified in Santo Domingo
de los Tsáchilas, where, despite regulatory advances, significant gaps persist in the
implementation of inclusive public policies.
The results of the surveys conducted in this research reveal a significant gap in the
knowledge and perception of public policies. Although the majority of respondents
have a general knowledge of public policies, only a minority is aware of specific
programmes, such as scholarships for students with disabilities, which coincides
with Carrasco-Lara (2024), who highlights that the lack of dissemination and
awareness of the rights and benefits available to persons with disabilities is a
recurrent obstacle in the region.
CONCLUSION
The results of the study show that, in Santo Domingo de los Tsáchilas, structural
barriers persist, such as insufficient technical and human resources in the District
Inclusion Support Units (UDAI), lack of teacher training to apply curricular
adaptations, non-compliance with the equivalence table of students with disabilities
per classroom and the absence of specific scholarship programmes, as well as a
weak awareness of the double vulnerability faced by students with disabilities
belonging to priority groups. These issues reflect a significant gap between the
regulatory framework and its effective implementation, which underlines the need
Verdad y Derecho
Revista Arbitrada de Ciencias Jurídicas y Sociales
Vol. 3(3), 44-55, 2024
Análisis de políticas públicas de educación, inserción a personas con discapacidad
Analysis of public policies for education, inclusion of people with disabilities
Joselyn Gabriela Rivera-Velasco
Cristian Fernando Benavides-Salazar
54
to strengthen public management.
FUNDING
Non-monetary
CONFLICT OF INTEREST
There is no conflict of interest with persons or institutions involved in research.
ACKNOWLEDGEMENTS
To the national research directorate of UNIANDES.
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Análisis de políticas públicas de educación, inserción a personas con discapacidad
Analysis of public policies for education, inclusion of people with disabilities
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55
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