Transformation of ICT-supported teaching methods for school teaching to children with physical disabilities in Ecuador

Abstract

The general objective of this study was to analyze how Information and Communication Technologies (ICT) can transform inclusive teaching in the education of students with physical disabilities in Ecuador. The problem identified lies in the structural, cultural and pedagogical barriers that limit the effective implementation of adapted ICT in inclusive educational contexts, affecting the quality and equity of learning for this student population. The methodology used included a non-experimental design with a quantitative and cross-sectional approach, based on structured surveys applied to 61 teachers from an Ecuadorian educational institution. Correlations were analyzed between dimensions of ICT (infrastructure, teaching competencies, perceptions and training) and inclusive teaching strategies (design, use of resources, interaction and evaluation). The results highlighted a significant positive correlation between ICT and inclusive teaching (r=0.976, p<0.01), showing that technological infrastructure and teaching competencies are determining factors for designing effective inclusive strategies. However, barriers such as a lack of adapted resources and specific teacher training were identified. The findings underline the need for investments in accessible infrastructure, ongoing training programmes and a cultural shift towards more inclusive attitudes. These actions are essential to ensure equitable and quality education for students with physical disabilities.