Diversity In Education And Barriers In Learning

Diversity in Education and Barriers in Learning

To achieve the inclusion that has previously been discussed. Inclusive teaching will involve going beyond disability or the difficulty that the student may have to understand that certain problems may arise, depending on the requirements of the students and the support or assistance provided. Inclusion aims to identify and reduce the barriers of learning and participation, and to increase resources to support all members of the educational community (Booth et al., 2000).

Giné (2001) points out that it is fair to recognize that support for inclusive movement has gone beyond the field of education, that is, the focus on inclusiveness clearly points to all areas that have a certain relationship with the quality of life of thepeople. This positively values the differences between people to be able to promote learning and have the opportunity to start living in the school community.

In order to advance inclusion, it is necessary to identify the aspects that prevent full participation and learning of these students in order to minimize them. That is why you have to visualize these barriers in the way of thinking and more important, in the way of acting, in order to take into account what makes it difficult to participate and the learning of this students.

In order to create an inclusive community, we must create and promote actions to welcome the people who join again. So that the school internalizes the inclusion and the good path to it will need a leadership that can encourage and accompany the necessary change process.

Therefore, the management team must show the commitment and interest required to achieve the objectives, which must be reflected in the support of the entire center, and accompanied by changes, to achieve that participation and learning of the students and to facilitate theelements that make it possible. The practice of promoting the inclusion process must have a solid base and be enriched by different professionals. Through cooperative work between the different students of the classroom or center, the knowledge of the differences is facilitated, respect for other views other than their own and it is promoted to see diversity as a positive value. But to properly incorporate this practice, it will be necessary to know that cooperative work is really.

Cooperative learning is a group learning where the entire Aula group actively participates in their school life. Only when other group members have reached the goal, the student can achieve their individual. The groups formed will allow students to establish lasting relationships and that are motivated them in carrying out their tasks. In addition, they will develop their obligations in the classroom and achieve optimal social development (Johnson, Johnson and Holubec, 1992; Johnson, Johnson and Smith, 1991).

According to Ausubel, cooperative learning encourages significant learning, because working as a team requires remodeling of work so that the whole team achieves their understanding.

The basic principles of cooperative learning for Johnson and Johnson (1999), are;The heterogeneous group, the combination of large group, individual and cooperative teams, cooperation between the members of each team to overcome, the tutoring relationship between the components of the teams, the evaluation of the teacher (individual and group)and an individual and group self-assessment.

Another learning strategy is project work, which will provide an adequate environment in the classroom to allow work and achieve tolerance and inclusion. They are based on the theory of social constructivism: this theory relies on the contributions of authors such as Piaget, Vigotsky and Brunner, among others. This learning is understood as an active process, that is, students develop through certain activities, such as solving problematic situations with other classmates and building their own meanings in addition to developing one’s autonomy (Coll et al., 2007;Torres, 2012).

It is expected to end the classic relationship between student and teacher in order to focus that this relationship is based on communication and confidence to give rise to positive interactions. In addition, the relationship between school and family plays a decisive role in this method where students are the two closest and most important environments to work together.

The work for projects used in a correct way, will lead us to relationships where students with specific needs feel comfortable and with enough confidence to work with their peers without fears and will be the methodology to follow in this proposal.