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Abstract
This study examines the attitudinal barriers faced by students with Specific Educational Needs (SEN) of a sensory nature in educational institutions in Tulcán, Ecuador, and their impact on academic motivation and school participation. Using a qualitative approach, semi-structured interviews were conducted with teachers, students, and parents to understand the dynamics that perpetuate exclusion. The findings reveal that the persistence of stigma, low expectations regarding student performance, insufficient teacher training in inclusive education, and limited family-school interaction significantly undermine the sense of belonging, self-esteem, and motivation of students with sensory SEN. The study concludes that a profound shift in educators' attitudes—supported by systematic processes of awareness-raising, continuous professional development, and the construction of an inclusive school culture—is essential to ensuring equitable and high-quality education.
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