- The evolution of inclusive education
- The social perception of inclusive education
- Inclusive education in educational development
- How could we embrace inclusive education?
- Problematic
- Solutions
- goals
- Challenges
- Index, a scientific look at inclusive education
- Bibliographic references:
- Legislative references
The inclusive education are rights that safeguard the person to be educated in the same equal than others.
There have been numerous occasions in which a certain similarity has been established between the cinema curtain and normal social parameters, that is, our way of looking is the image that we attribute to things (Souza, 2006).
However, society must be clear that all human beings have the right to education, to be educated and included within the Educational System, governed by democracy. Since this implies developing the process of socialization in the person, advocating the union of values, norms and bases that guide education itself (Chisvert et al., 2013).
It is the Spanish Constitution itself that establishes these bases, but we must bear in mind that not always, even though it is necessary, these rights are fulfilled that the laws laid down speak of.
And it is that according to Chisvert et al. (2013), the existing social inequality begins from the opening of a gap between languages and communication. It is at that moment when the inequality that inhabits the person with respect to the place is observed. Something that society quickly becomes aware of, and the closest context of the student.
Therefore, not only is the family a relevant factor in this process of inclusion, before integration, but the legislation is paramount. The school itself being the network that frames this socialization process, thanks to the contribution of the curriculum.
Ultimately, it is a goal to be achieved in our educational institutions, since it will be a model for the rest of the students. Being, without a doubt, the visual and tangible result of democratic education that should shine in the classrooms of our country (Casanova and Rodríguez, 2009).
The evolution of inclusive education
Inclusive education has evolved over time, betting on a boost in the educational system. A change that has been on the path that leads to a school for all, where from these differences they coexist, obtaining learning and excellent experiences (Marchesi, 2000; in Moriña, 2004).
Inclusive education has evolved towards a new conceptualization of attention to diversity, and of education in general.
The origin of inclusive education goes back to the ideology that is based on the Universal Declaration of Human Rights. It is at this moment where it is established that the state has the obligation to ensure an equal education to the whole society, regardless of the characteristics that each student presents individually.
However, it was not until 1990, at UNESCO, in Jomtien (Thailand), that the inclusive movement itself began. And later, in a new UNESCO conference, in Salamanca, the fundamental pillars were established, understanding inclusive education as an educational policy (Moriña, 2004).
Currently integration has not been consolidated as something positive to include our students. There are professionals who comment on the possibility of obtaining benefits if these people are included in the classrooms of the Spanish educational system. However, society shows resistance and fails to think about the positive of the matter (Casanova and Rodríguez. Coords, 2009).
We can analyze the advantages that this new integrated model can bring to society, based on:
- The competences that the person will acquire and demonstrate.
- The execution of adequate methods to evaluate students, taking into account their possibilities, to develop their abilities.
- Delete the labeling that designates our students.
- It trains professionals with an advanced level of knowledge in the field.
Therefore, if we promote the integration of students and a heterogeneous grouping is carried out, the teaching-learning process is favored, since diversity is taken into account above all (Casanova and Rodríguez, et al., 2009).
The social perception of inclusive education
At present, there is ignorance in society about the various difficulties that some individuals encounter. Access or not to certain events and infrastructures, gives way to the involvement related to the Integration of the person.
From here, we have taken as an example Del Campo and Santos (2007), who reflect to us from their scope, the sense of sight, what is relevant can be the adaptation of the environment to the person who requires it.
And it is that, once again, Integration is proposed as a meeting point in which two essential perspectives of educational, cultural and social inclusion converge (p. 5).
In this way, it is proposed to go further by covering the needs to be developed in organizations, being initiatives that promote the inclusion of society and the access of all people to all places and manifestations.
It is the task of all the institutions and their professionals, the action of sensitizing the population and society itself.
Inclusive education in educational development
To analyze inclusive education within the educational field, we must refer to the term diversity itself.
Arnáiz (2003), in Chisvert et al. (2013), alludes to the concept of diversity as that set of peculiarities that show that human beings turn out to be different from each other.
And it is Echeita (2009), in Chisvert et al. (2013), who makes an annotation adding that there is a doubt regarding the inequalities of the students, since this difference turns out to be wider when we refer to those who are classified as disabled, reaching discussions and few agreements regarding to the contradiction that the system marks for these individuals.
For this reason, we must emphasize that it is at least necessary to consider change in terms of values and attitudes, starting with the teachers themselves.
This is due to the fact that families enroll their children in the classrooms of the Spanish educational system, with the desire that their descendants receive a complete education, where they acquire skills and knowledge that make people critical, thoughtful, cultured and happy (Ledesma in Chisvert, Ros and Horcas, 2013).
However, not all families can enjoy this right in full conditions. An example of this is found in immigrants, according to Chisvert et al. (2013), this group is one of those named as socially marginalized and for several years they have been linked to pejorative and discriminatory concepts, such as exclusion and poverty.
Undoubtedly, the phenomenon of migration that takes place in Spain is characterized by the speed and fluidity with which it is carried out. At the same pace and lightness they begin to introduce the little ones into the classrooms, this fact having a relevant role, since this implies that the socialization process of these students takes place, who have just started a new life far from their place of origin.
This example brings us closer to integration from the importance of introducing these students into our classrooms. It is the moment in which education takes the reins, establishing itself as a fundamental pillar to reduce inequality and thus promote a tolerant and united society.
However, we must not leave aside that the guilt of the problems that surround society is correlated with politics, which originate real practices, not being excellent since they in turn promote inequalities (Chisvert, 2013).
Tárraga and Tarín (2013), in Chisvert et al. (2013), warn of the defense so that special education ceases to be on the margins of society, where the students to whom it is linked, even though they are a low percentage of the population, continue to be people and must stop being named as disabled.
In this way, it was decided to delve into the situation, manifesting a change of name and showing the Inclusive School or School for all, as the source of wealth of inclusive education.
Likewise, an egalitarian education must be achieved while being characterized by quality and participatory. An education that takes into account the democratic society in which it is installed, this being a tool that encourages change in society.
How could we embrace inclusive education?
Inclusive education must be included in an educational vision and developed in all schools in the world, not just in developed countries. In addition, within these, educational institutions must include in their regulations the bases of inclusive education to promote their identity.
However, it is neither countries nor institutions that assess the pros and cons of practice when it comes to inclusive education.
It is the researchers themselves, in the field of educational sciences, who are in charge of arguing them. The latter value all the possibilities regarding the subject and point out that, having so much in their favor, inclusiveness should reign in the classrooms of educational centers.
However, we are faced with reality and daily practice, which dismantles the "brilliant" theory and the "excellent" idealistic politics.
Problematic
We go back to 1978, when the Warnock report was carried out, where the number of educational reforms that have been carried out in Spain is taken into account, where it is signed and insists on the reality and implementation, however, practice does not coincide with this statement, and points to teaching as the culprit for not making the change (Tárraga and Tarín, 2013; in Chisvert et al., 2013).
Authors such as Tárraga and Tarín (2013), in Chisvert et al. (2013), aim to respond to the problems that arise in the advancement of educational inclusion. For this reason, they point out as the main culprits the Values and Attitudes that have been attributed to the human being throughout its existence.
From here the parameter of normality comes to life and different groupings are distinguished among human diversity. Therefore, what is normal and abnormal is observed, that is, what we can truly accept as “from our environment” and what should not be accepted by society.
Likewise, people who show differences with respect to others are included within the abnormal parameter. Thus, discrimination has reached the point that, over the years, these marginalized groups have been defined with derogatory terminologies.
For all this, there has been a clear rivalry between what is and what is not normal, making rejection and discrimination towards those who are not framed in the parameter of normality, encompassing minorities, culture, values and beliefs (Gundara, 2000; in Chisvert et al., 2013).
Marchesi (2004), in Chisvert et al. (2013), shows this entire journey as a constant process that gives itself a continuous effort and the ability to continue towards utopia and the dream of modifying structures of society, starting from the school setting and work within the classrooms.
Solutions
We must start from the educational community with which we have to work, not only with regard to teachers, but we must refer to society as a whole. Treating diversity as an indispensable value that we must always keep in mind as the basis of our work for and by students (Chisvert et al., 2013).
The curriculum that is used in the institutions that govern the system, establishes different options to be adapted to the diversity that the educational institution has. And is that diversity is a field of research that is still on the sidelines, due to the diverse factors that compose it and the results it shows after being analyzed from a political, economic and administrative management.
That is to say, to carry out a curriculum it is necessary to take into account all the aspects that involve the recipients, therefore, the construction of it must have the participation of those who take it to reality: the teachers and the students (Aparisi-Romero, 2013; Chisvert et al., 2013).
Today, society in general is marked by fear and fear, restlessness and unease.
Not even education itself can go unnoticed, including all the professionals to whom it concerns and positioning it on countless occasions as the axis of the economic problem. Taking away the value of what it really is, a tool for social change that fights for the equality of the population (Aparisi-Romero, 2013; Chisvert et al., 2013).
In the words of Aparisi-Romero (2013), cited in Chisvert et al. (2013), equality also concerns education. Which can provide possibilities without changing the condition of the person, that is, it gives accessibility taking into account the social, cultural and economic characteristics of both the individual and their family.
Referring to Freire (2001), we must refer to the range that education offers with respect to the possibilities of accessing knowledge and developing socially.
And it is that at present, education is receiving greater economic treatment than what should really be given through privatization. They are obstacles that affect the population sectors that, throughout history, have been marginalized as a result of segregation.
goals
This wake-up call implies the introduction of equality in our classrooms, using a model in which egalitarianism responds to treating diversity as something essential in educational institutions.
Therefore, we must bear in mind the way in which education approaches an equal education, without prejudice, totally free. A school where democracy is promoted without being tied to prejudices and stereotypes that society has created (Gimeno, 2000; Chisvert et al., 2013).
On the other hand, the importance of communication with regard to educational inclusion should not be forgotten. In Casanova and Rodríguez et al (2009), the subject of communication involves insecurities, fatal experiences and the probability of student exclusion.
In a group there must, of course, be a relationship where they interact as a group of human beings who share a common environment.
Living is living together, it is talking, talking with others to know who I am and who I can become without complexes or egotism and this can and should be done through inclusive education. Education for all and in which all together we learn to know each other, as an ideal way to reach a society in which fair and equitable coexistence is a real fact. (p. 49)
Inclusive education opens its doors to students who need educational support. Therefore, this education turns out to be hopeful, characterized as a new outlet from which a grain of sand can be contributed (Casanova in Casanova Rodríguez et al., 2009).
That is why we must emphasize the three objectives that Spanish education is offered to fulfill: effectiveness, efficiency and functionality in its classrooms.
Without a doubt, the administration has the responsibility of introducing any schoolboy among its lines of training. It is in these circumstances that problems with inclusion occur. However, the utopia that is formulated in the school is to include, regardless of the situation or origin, the students in ordinary institutions.
In addition, they must design a curriculum adapted to a current society, making improvements that allow equal access to all people (Casanova in Casanova Rodríguez et al., 2009). Therefore, the elements that make up the curriculum in the inclusive school must be taken into account.
Challenges
Inclusiveness requires initial training for teachers and the possibility of acquiring knowledge on a continuous and permanent basis. Between these lines, Casanova Rodríguez et al. (2009), point out relevant terms such as personal commitment, innovation and timeliness.
That not necessarily, the attitude must contain the enthusiasm and the relevant motivation with which to acquire said training to put such innovation into practice in the educational reality.
The challenge that arises today is the teacher-student problem, being a challenge that is offered to pedagogical knowledge (Tadesco, 2008; Casanova and Rodríguez et al., 2009).
The teaching staff must ensure their own continuous training since in the 21st century, they must not only be able to provide students with the knowledge that is required of them, but the use of new technologies in this new methodology is of special relevance. teaching-learning.
From there, the teaching knowledge is framed in knowing the various educational contexts in order to make correct adaptations to the students, which must be directed to educational practice in addition to taking into consideration that all teachers must have the regulatory cultural knowledge (Casanova and Rodríguez et al., 2009).
Far from a purely traditional teaching, we are faced with a teaching staff who are required to have specific skills that allow them to attend to diversity in all its splendor.
It is diversity understood as cognitive, cultural and social differences of the students, who contemplate innovation and the use of new technologies.
As we have mentioned previously, the learning of the bilingual teacher, the use of an emotional intelligence on the rise and the resolution of conflicts through dialogue are, in short, the profile demanded in a body of teachers trained to adapt to new ones. challenges that society offers (González, 2008 in Casanova and Rodríguez et al., 2009).
Index, a scientific look at inclusive education
Understanding inclusive education involves conducting a comprehensive literature review, since it is an attractive subject to study and one that many professionals have had the pleasure of listing among their most famous works.
One of these most relevant arguments is Index for inclusion, which has the mission of transmitting the necessary techniques to work on inclusion, advocating for the development of participation and the promotion of learning in students throughout the educational community.
To obtain the most relevant information on the document, we have delved into the search for interpretations and translations relating to it. Sandoval et al. (2002), does not intend to ignore Index by dedicating an exhaustive vision to the ideals that its authors once raised.
In the studies carried out on the guide, it is convenient to highlight the term barriers to learning, establishing a certain similarity with special educational needs.
Index not only provides a bibliographic vision, but opts to show indicators and suitable questions to investigate individuality, without establishing a generality that prevents obtaining good results with respect to the practice and reality of each institution.
The document serves a distribution of three fundamental pillars. In the first section, it reviews the suitable bibliography according to the theme; In the second part, the structure that the document gives us is observed; and finally, in the third part, the way in which inclusive education could be put into practice is explained (Sandoval et al, 2002).
Bibliographic references:
- CASANOVA, MA AND RODRÍGUEZ, H. (COORDS.). (2009). Educational inclusion, a horizon of possibilities. Madrid: La Muralla, SA
- CHIVERT TARAZONA MJ, HORCAS LÓPEZ, V. AND ROS GARRIDO, A. (2013). On the subject of educational inclusion: an expanded view of the school. Barcelona: Ediciones Octaedro, SL
- DURÁN, D., ECHEITA, G., GINÉ, C., LÓPEZ, ML, MIQUEL, E. AND SANDOVAL, M. (2002). Index for inclusion. A guide to evaluating and improving inclusive education. Educational Contexts, 5, 227 - 238.
- ESCRIBANO, A. AND MARTÍNEZ, A. (2013). Educational inclusion and inclusive teachers. Madrid: Narcea.
- FERNÁNDEZ CABEZAS, M., GARCÍA BERBÉN, AB AND BENÍTEZ MUÑOZ, JL (2006). Study of the perception that active teachers have on peer abuse. Faculty. Journal of curriculum and teacher training, 10, 1 - 12.
- GARCÍA ANTELO, B. (2011). Tutoring at the university: perception of students and teachers. Santiago de Compostela: Campus Vida Scientific Publication and Exchange Service.
- HENDGES, M. (2009). Cooperativism as social inclusion. Gezki. 5, 69-88.
- JIMÉNEZ TRENS, A. AND DÍAZ ALLUÉ, MT (2006). Secondary education teachers in the face of the diversity of students in the compulsory stage. Madrid: Complutense University of Madrid.
- MORALES VALLEJO, P., UROSA SANZ, B., AND BLANCO BLANCO, A. (2003). Construction of Likert-type attitude scales. Madrid: La Muralla, SA
- MORIÑA DÍEZ, A. (2004). Theory and practice of inclusive education. Malaga: Aljibe, SL
- SOUZA DOS SANTOS, S. (2006). Inclusion, what for? Diversitas magazine - perspectives in psychology, 2, 351 - 359.
- SURIÁ, R. (2012). Disability and educational integration: What do teachers think about the inclusion of students with disabilities in their classes? REOP, 23 (3), 96-109.
Legislative references
- Organic Law 2/2006, of May 3, on education.
- Organic Law 8/2013, of December 9, for the improvement of educational quality.
- Law 17/2007, of December 10, on Education in Andalusia.