Inclusive Education

Yulieth Tatiana Vargas Llanten

Universidad de la Amazonia
Facultad de Ciencias de la Educación
Didactics I
Florencia-Caquetá
2019
 Inclusive Education

Lately, the word “inclusion” has been a discussion topic in the different areas of
development of humanity, but mostly in the field of education. The main objective of the
inclusion is to eliminate or minimize the barriers that may limit the students learning
process such as Customs, ethnicity, language, disability, age, etc. taking into account that,
the ONU and the Organización Internacional de la Educación (2007) pose educational
inclusion as the process of identifying and responding to the diverse needs of all students
through greater participation in learning, cultures and communities; it reduces exclusion
from education and involves changes and modifications in content, approaches, structures
and strategies. Considering that, is the duty of the educational establishments to give every
single child the high quality of education he/she deserves and to make the different
adaptations for all their needs.

There are many factors that led us to the good development of inclusion in an
educational context; One of them is the culture. according to Booth, Ainscow, Black-
Hawkins, Vaughn and Shaw (2002) the inclusive culture is reflected in the values shared by
members of the school community, which are transmitted to all those who come into
contact with the context. Hence is in here where specifically teachers play an important role
in the classroom, they must be aware about all aspects of their performance in order to
ensure an adequate care for learners regardless of their differences.in other words, An
educator trained for the needs of an inclusive society would be able to give timely and
appropriate responses to each student, seeking alternatives and strategies to facilitate the
development of skills and competences in the learning process of each of his/her students.

The interactive participation of the family is also one of the most important aspects in
the children’s life. Carrillo (2008) claims that the family is the first area of intervention in
dealing with diversity. Therefore, support them is one of the first tasks of an inclusive
school. Though families are conscious about this model, they identified a number of
positive and negative aspects. As a negative effect they found that children with disabilities
tend to be victims of aggression. On the other hand, they are relieved due to the inclusive
education give their children the huge benefit of feeling that they are part of a society.
Moreover, the agreed that inclusive classrooms facilitates the emergence of certain human
values such as tolerance and respect to the difference and this enables solidarity attitudes
among peers.

Based on the aforementioned, it can be stated that, in order for educational inclusion
to occur, it is necessary to develop systems and scenarios that respond to diversity and
where all people are valued, and it is also recognized that in each school, inclusion can be
manifested in a different way.
 References

Ana Doménech and Odet Moliner / Procedia - Social and Behavioral Sciences 116 ( 2014 )
3286 – 3291.
Plancarte Cansino, P. A. (2017). Inclusión educativa y cultura inclusiva. Revista de
Educación Inclusiva, 10(2), 213-226.
Plan Nacional de Acción por la Infancia y Adolescencia 2002 – 2010, PCM, MIMDES,
2002, Lima – Perú.
Mateus Cifuentes, L. E., Vallejo Moreno, D. M., Obando Posada, D., & Fonseca Durán, L.
(2017).