Addressing Diversity Within a Prescriptive Curriculum Framework: The Ecuadorian Case

In Ecuador, the national education system is guided by a prescriptive curriculum aimed at promoting equity and quality through centralized standards. However, this structure often limits teachers' autonomy to adapt instruction to diverse classroom contexts. This study explored in-service and pre-service teachers' perceptions of their preparedness for inclusive education within this regulated framework. Based on theories of inclusion and curricular differentiation, the research involved the cultural adaptation and validation of the CEFI-R for Ecuador. Data from 277 participants demonstrated strong internal consistency and no significant differences between groups, suggesting a shared understanding shaped by standardization. Findings highlight tensions between curriculum control and pedagogical flexibility, emphasizing the need to strengthen adaptive expertise through teacher education and professional development.