Education and Equity: Challenges of Special Educational Needs (SEN) in Rural Ecuador

Abstract

This article analyzes the main challenges faced by students with Special Educational Needs (SEN) in the context of digital education in rural areas of Ecuador. Through a systematic literature review using the PRISMA approach, structural, pedagogical, and technological barriers are identified that limit equitable access to inclusive, quality education. Among the most relevant findings are poor teacher training, a lack of curricular adaptation, limited technological infrastructure, and limited internet access in rural communities. Furthermore, cases of bullying toward students with SEN and weak implementation of inclusive public policies are evident. The study highlights the need to strengthen teacher training in inclusive education, promote digital literacy, ensure connectivity, and adapt pedagogical strategies to individual needs. It concludes that true educational inclusion in rural settings requires the joint commitment of the State, educational institutions, and the community to close inequality gaps and guarantee the right to education for all.