Funcionamiento y desafíos de las unidades de apoyo para la inclusión

Abstract

The Ecuadorian education system has developed the Support Units for Inclusion (UDAI) as focal organization organizations with a remit to support overall support and guidance provided to schools within their provision for students with Special Educational Needs (SEN). The aim of this article is to fully describe the intricate function of UDAI in the identification, psychopedagogical evaluation, and on-going support of children with SEN, and to seriously consider the main issues and challenges for their professional staff. Employing a qualitative research design, our study interweaves intensive document analysis, such as of key reports like the Consejo de Observación para la Igualdad de Discapacidades (2019), with intensive interviewing of UDAI professionals and regular classroom teachers. Our research reveals significant gaps between normative ideals and functional realities in the diagnosis of issues such as insufficient staffing, prolonged diagnostic processes, no specialized training for regular class teachers, and limited material resources. Collectively, these contribute to the equity and quality of the education response, particularly for children with multiple comorbidities like Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). The research indicates the necessity of enhanced interinstitutional coordination, considerable investment in physical and human capital, and ongoing, specialist professional learning in order to deliver effectively an inclusive education model in Ecuador.