Inclusion Support Teacher: systematization of a professional experience in an Ecuadorian educational institution
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Abstract
This article presents the systematization of the professional experience of a Support Teacher for Inclusion (DAI) in a public virtual-mode educational institution located in the Febres Cordero parish of Guayaquil, Ecuador. Through a qualitative approach, the study explores the DAI’s role in identifying, advising, and accompanying students with disabilities and/or learning difficulties. The analysis is structured around the official management model proposed by the Ministry of Education, highlighting the participation of key educational actors and the implementation of curricular adaptations. The findings reveal the importance of the DAI in promoting inclusive practices, addressing institutional challenges, and strengthening pedagogical responses to diversity. The study concludes with recommendations to reinforce the presence of this professional figure within the national education system.
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