Inclusive Education In Different Educational Institutions

Inclusive education in different educational institutions

Inclusive education in the different educational institutions, must be aimed at all children, adolescents, youth and adults, can participate with equal conditions and rights in the institution they have chosen, without being discriminated against by their classmates or teachers,These being responsible for including them to the system, by implementing in their study plans an inclusive proposal, which achieves equal rights. Where a comprehensive culture can be created, based on a school community that guarantees security, collaboration, participation to each member, feeling valued and respected;in which children with diverse learning achieve in their passage through school: learn, be autonomous, assume responsibilities, make decisions, etc. Where family, school, the State and its social environment, are participatory and responsible for the process, respecting the particular characteristics and guaranteeing access to quality education.

Summary

All students deserve to enjoy the same opportunities to attend the educational system of their environment, and have the same rights to receive and benefit from education, being treated equally, regardless of their differences in gender, race and diverse learning, make theDiversity a force. As mentioned in International Forum on Inclusion and Equity in Education that took place in Cali (Colombia) 2019. "All students tell"

At present it is necessary for all students to be included, regardless of the context where they are and the conditions they have, whether displacement, girls pregnancies, LGBTI communities, or boys with divane learning.

Providing the opportunity to be part of a system without fear of being excluded. What allows you to talk about effective education, where school recognizes that all children have rights to be educated equally and thus build an inclusive and equal society, becoming the pillars of quality teaching. Where all children can learn together regardless of difficulties and differences.

Hence, it is necessary to design and apply, public and international policies on inclusion programs, taking into account the important role that UNESCO has been developing to “fostering inclusive educational systems that eliminate obstacles to the participation and performance ofAll students, taking into account the diversity of their needs, capacities and particularities, and eliminating all forms of discrimination in the field of learning ”

What implies "Inclusive Education" Integrative Educational Paradigm?

Inclusive education refers to a set of processes that seek to eliminate barriers that limit the learning and participation of all students, reducing exclusion in education. This model arises when seeing the limitations that the integrating paradigm has when providing quality education for all. Unlike integration, which was characterized by normalizing those “special” students or with diverse learning in traditional schools ignoring their individual characteristics, the inclusive model seeks to restructure schools according to the needs of their students to eliminate the barriers that limitYour learning, it is considered that all children can learn as long as they are given appropriate learning opportunities for their abilities.

The integrating model represents a stage of education that sought to improve educational quality for all students, recognizing the disability that until then was excluded from classrooms;This meant great changes in educational policies and practices, which involved the incorporation of students with disabilities in common classrooms. Despite this, there came a time when this paradigm is considered insufficient and a new educational model begins to develop, the inclusive.

In the "Guide for Evaluation and Improvement of Inclusive Education", Booth and Ainscow affirm that inclusion is a set of endless processes focused on increasing student participation and reducing their exclusion from the practices developed within schools within schools. This implies a challenge for educational centers to the extent that their culture, educational policies and practices must be changed for the benefit of all the diversity of their community, for this Booth and Ainscow propose with the inclusion index a set of tools that help theschools in this process of change. In this way, it is recognized that each person has different learning needs and that the school must be transformed according to this diversity, facilitating the successful learning of their students and eliminating the barriers that limit their participation. View from this perspective, inclusive education implies a complex process by the entire educational community and society in general, for a more equitable educational system and also a more fair world.

There are several criticisms made to integration from the perspective of the inclusive model. First, their attempt to normalize students with disabilities or with diverse learning taking as reference the typical students. Those students were expected to change their particularities and adapt to the rest of the group and the educational system in general, if they did not achieve it, they were asked to look for another school to adapt. But it was evidenced that this did not yield positive results, since by ignoring the differences of each student, failure is caused in those who do not have linguistic, attitudinal, cultural, level of development, among others;This failure generates the idea that they are not able to learn, believing that this is a sign of their inability and not that it is because of the inadequacy of the school. That is why it is proposed from the inclusion to address diversity as a human right and it ceases to be seen as a problem to consider it as an opportunity that school has to expand its approach tools to all its students.

Secondly, stating that a student has diverse learning generates lower expectations for their learning, and that it focuses attention on that particular student leaving aside barriers that other students can have. Likewise, belief is encouraged in the educational community that a specialist is needed that can attend to these students. In this sense, the inclusive model proposes to replace the concept of diverse learning by the elimination of barriers for learning and participation (BAP), these barriers arise in the interaction between students and their contexts. This change allowed to neglect the medical-popatological model centered on the individual, as if it were the problem, and it goes to a social model where a recontextualization of the intervention is carried out, seeing the problem in context, going from prescribingDescribe and explain what is happening, directing changes to social systems;Thus, disability is not synonymous with deficiency.

In fact, the Convention defines disability as a concept that “evolves and that results from the interaction between people with deficiencies and barriers due to the attitude and the environment that avoid their full and effective participation in society, on equal terms of conditionswith the others ”that is, that this conception of disability is neglected as a fact that only affects the individual and it is recognized that there are limitations in the environment that generate barriers for the optimal participation of people, and in this same sense whatToday is a limitation may not be in the future.

Thirdly, while integration focused on serving students with disabilities, inclusion involves the participation of the entire school community, since it is considered that it is not enough to transform a few realities and less leaving responsibility for change in those thosethat more need support, therefore, it is decided that to achieve significant change it is necessary for the entire community to participate in the process. To this extent, curricula, methodologies, infrastructure must be created, among other elements, which adapt to all students. The index is conceived as support for “all activities that increase the ability of a school to respond to students’ diversity”, this implies not only supporting individually or only from the educational component, but also covers other aspects such asThe same tutoring, class planning in conjunction with other teachers, in general the various supports that the entire educational community can provide.

Finally, thanks to the emergence of the inclusive model, there is talk of a school for all, you no longer choose to separate that student with disabilities because you need different teaching strategies or because it has support needs, because separating it and putting it in another space remarks and reproducesinequality not only in that particular person, but in his family and the rest of society.

In this order of ideas, some of the limitations of the integrating paradigm and its differences with the inclusive model are highlighted. Now it remains to consider, how to bring this ideal of education to practice? The implementation of the inclusive model implies great efforts not only by schools, but of the whole society. To respond to this, the index is proposed as a self-assessment process that revolves around three dimensions: the culture, policies and practices of an inclusive education, which seeks to involve all aspects of school life and makeparticipants to the entire educational community. In addition, from the Convention it is proposed that for the optimal participation of people with disabilities, universal designs of products, environments, programs and services must be created so that they can be used by as many people as possible, and reasonable adjustments must be made,understood as the necessary modifications and adaptations to ensure that people with disabilities enjoy equal conditions.

Returning to the index, one of the fundamental aspects in self-assessment is to rethink the attitudes they have with those who have been marginalized from education, and begin to promote the development of inclusive values shared throughout the educational community that allow societies with more cultures with culturesequitable. From those moral arguments, policies will be elaborated, whose objective is to ensure that inclusion is the center of school development and thus be able to provide everyone’s school for all for all. These two dimensions are going to be reflected in educational practices, which refer to all those activities within the classroom and extracurricular ones that promote the participation of all students, orchestrating the learning process and mobilizing resources for this.

To conclude, inclusive education is considered to be oriented to increase the participation of all students by reducing exclusion, for this it is necessaryreduce barriers to access and participation of students. It is important to note that despite the great challenge that an inclusive education involves, there are individuals and communities that are taking the job of thinking in ways to recognize and give a place to diversity, positioning themselves committed to changeTo build fairer societies.

Where an inclusive and quality education is based on the right of all, to receive an education that promotes learning throughout life, a quality educational system is that which does not exclude marginalized and vulnerable groups, it is one whoIt takes into account people with diverse learning, promoting permanent and relevant learning opportunities for all.