Educational inclusion in society
At the beginning of this topic, I would like to indicate that I will share my ideas from a personal experience during my degree academic training, because as I mention in the presentation, I have no experience in the teaching area, however, the academic mesh From the Language Therapy career, it contemplates within its curriculum, the learning of the subject insertion, integration and inclusion of people with special abilities as integrative and indispensable subject within the training of future professionals.
The linking of students with educational establishments of society that carry out an inclusion plan within their classrooms is essential for a clear vision of the difficulties for which both students included, teachers, managers and personnel who work in Each of these institutions to carry out this process that demands today’s education, always seeking compliance with the regulations of good living, the constitution and laws in force to ensure the rights of people who present some type of disability o Special Educational Need.
Among the institutions assigned to the performance of the practices of the subject insertion, integration and inclusion of people with special capacities I was assigned to a regular school, where I could directly observe the conditions in which students with some type of disability are trained Within the classrooms, the limitations that are faced, both in the educational methodology, and in the access to the information that prevents the inclusive process being assertively. Among the limitations that I could observe, perhaps the most important was the lack of training of teachers who teach the chairs in different aspects that contribute to improving teaching such as pedagogical strategies for PCD, sign language training, etc., which would help the contents of the subjects can be internalized by this group of students.
The will that exists by different schools must be emphasized to comply with the provisions required by the State, although the lack of resources prevents curricular, pedagogical, physical restructuring for the inclusion process that they have undergoing its fruits and allow students to incorporate productive entities in society.
Despite the efforts we can say that it is still a way to go to reach the inclusion process that all yearn They are handled at school, when the school should be the one that would have to adapt to the needs of these students. Another of the observations that I could collect is the lack of a multidisciplinary team that is responsible for complying with the rights of these students, and that help the training of teachers in the processes that must be followed in classrooms, as well as to follow up on the needs that are presented and can channel efforts for their solution.
Finally, I can say that the experience that is being lived in classrooms where there are students included has been very enriching, since it has shown us that good will is not enough to help this sector of the population, and that They are corrective actions and teamwork that will make it possible for the country to continue walking towards a true inclusion that allows to form autonomous and productive citizens in society.
Leave feedback