Políticas públicas de educación inclusiva en Ecuador: avances normativos, brechas estructurales y perspectivas de transformación del sistema educativo nacional

This study comprehensively analyzes the state of inclusive education public policies in Ecuador during the 2015–2025 period, examining normative and institutional advances, persistent structural gaps in implementation, and perspectives for transforming the national education system. A mixed approach with a non-experimental, descriptive-analytical design and longitudinal perspective was applied, using a systematic literature review following PRISMA guidelines, normative content analysis, and statistical analysis of secondary data from MINEDEC -AMIE, INEC, CONADIS, and UNESCO. Significant advances were identified in the normative framework with a 34.7% increase in enrollment of students with special educational needs between 2015 and 2024. However, critical gaps persist: only 18.3% of teachers have specialized training, 42% of schools lack minimum physical adaptations, and the urban-rural schooling gap reaches 27 percentage points. Compliance with the National Plan as of 2024 averages 62.6%. It is concluded that Ecuador has a solid normative framework, but the distance between policy design and effective implementation remains the main systemic challenge, requiring intersectoral strategies, greater investment in teacher training, and monitoring systems with disaggregated indicators.