ABRAHAM CLEMENTE VARAS SANTAFÉ,MARIUXI MARICELA PALACIOS CEDEÑO,JAZMINA IVONNE MENA MAYORGA,GILBERT ADRIÁN AÑAZCO CAMPOVERDE
DOI: https://doi.org/This study analyzes educational inclusion from a multivariate perspective, considering teacher participation and student perception in rural and urban contexts. Through a quantitative approach and the use of factor analysis and discriminant analysis, differentiated inclusion patterns were identified according to geographical location. The results reveal that, although there is an inclusive institutional intention, the structural conditions and teacher commitment are significantly different between rural and urban areas, which directly affects the perception of inclusion by students. The study proposes differential actions for public policies aimed at truly inclusive education.
