Hospital pedagogy for an inclusive education: a reflection from the experience of ecuadorian teachers

Abstract

The purpose of this research is to analyze the experiences of teachers regarding the inclusion of students with special educational needs in the space created by hospital schools dedicated to chronically ill or disabled children. For this purpose, interviews were conducted with twenty-seven teachers from three hospital schools in the city of Quito. The information gathered related to the experiences of the teachers interviewed facilitated the identification of common areas in the themes of access to the service, inclusion of students with special educational needs in the educational system, liaison with the schools of origin, mental health and medical health, methods or forms of work employed, use of digital technologies, time dedicated to preparing the child to return to school, and educational support at home during recovery periods.