School inclusion, disability, and children’s social participation: Perceptions of the educational community in a Paraguayan school
DOI:
https://doi.org/10.66201/ss.v1.19Keywords:
Inclusive Education, Disability, Public Health, Social Participation, Child Well-Being, ParaguayAbstract
Introduction: School inclusion of children with specific educational support needs is a key component of social participation, psychosocial well-being, and health equity.
Objective: To determine the perception of the educational community regarding school inclusion of children with special educational needs in a school in Loma Pytã, Paraguay.
Materials and methods: An observational, descriptive-analytical, and cross-sectional study with a quantitative approach was conducted. A total of 507 members of the educational community participated: 19 administrators, 52 teachers, 218 students, and 218 parents or guardians. An adapted version of the Bristol Indicators of Inclusion Questionnaire was applied, organized around inclusive cultures, policies, and practices. Frequencies and percentages were calculated; perceptions across groups were compared using one-way ANOVA, Tukey post hoc tests, and independent samples t-tests.
Results: Administrators and teachers showed more favorable perceptions than students and parents in all three dimensions. Differences were significant for inclusive cultures [F(3, 503) = 12.58; p < 0.001], inclusive policies [F(3, 503) = 8.94; p < 0.001], and inclusive practices [F(3, 503) = 15.23; p < 0.001]. Differences were concentrated between administrators/teachers versus students/parents.
Conclusions: The institution showed a favorable institutional perception toward inclusion, but with a significant gap between those who manage policies and those who experience them. School inclusion should be assessed as an intersectoral phenomenon, systematically incorporating the voices of students and families.
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