Inclusive practices: The exodus of the barriers for learning and participation
INTRODUCTION
In recent decades, international and national educational policies have turned their eyes and efforts to seek access to quality education as an undeniable right of the human being, in this line, achieve an inclusive school and provide an education for all,Under a framework of equity and social justice they remain one of the greatest challenges and challenges in our national education system.
‘From the perspective of inclusive education, it seeks to generate equal opportunities for all through the elimination of barriers that limit students’ participation or learning’. Therefore, it is important to specify that the topic to be addressed follows from an inclusive educational strategy with name Index for inclusion, which raises educational spaces and communities where all individuals are treated with quality and 3 areas and/or dimensions are determined for theirexecution;cultural, policies and methodological. The purpose of this strategy is to rescue universal values such as equality, equity, respect and attention to diversity in the different practices and actions of the school.
This issue contributes to the continuous improvement of education since it is a philosophy of life that becomes action, implies paradigms changes and transformation of the educational practice of all the actors involved in this work. From these approaches the interest in this issue was born as well as of personal experience, observing how the problem of providing an inclusive education does not lies in their approaches, but in how it is interpreted and in the lack of well -drawn paths that allow the transit to be madeShe, that is, systematic educational intervention plans and with effective, medium and long term effective monitoring.
DEVELOPING
Special education and educational inclusion are one in the history of the education system, since the first depends on the second and the second one could not be reality without the first, in this paradox of concepts it is understood that special education in Mexico has beenfundamental in transiting an exclusive and discriminatory educational model to an inclusive and multicultural.
To achieve the continuous improvement of education, the inequality of access to opportunities must be reduced, and avoid any type of discrimination. Inclusion invites us to eliminate discriminatory and exclusive concepts to create a significant change in schools through collaborative work with parents, teachers and students.
Based on the index for inclusion model, special education teachers are not the onlyand participation (BAP). Therefore, my proposals around how to promote the achievement of a school for all, underlies the graf and permeate of inclusive practices within the three dimensions of index for inclusion.
Starting with cultural practices, the first task to be implemented from special education services in schools, is the initial awareness process through specific advice for regular education teachers who require it as well as performing courses and workshops, togetherto the realization of artistic, sports and/or cultural activities for the entire school, highlighting the diversity and potential of all students, considering these actions from the improvement route.
Within political practices, be part of a shared leadership;academic and management to achieve links with institutions that can contribute to minimize the barriers that students face. Political practices sometimes seem alien to our immediate actions, but it is not so, they are involved in our daily work since we recognize that we are part of a team ‘which is the school’, be clear about the mission and institutional vision and becongruent with the same.
The methodological dimension considers a contiguous strategies that should be used in teaching practice to ensure that teaching systems are accessible to all students . It is a solid and proven support to create differentiated and flexible options to teaching processes and thus extend learning opportunities. Retakes the principle of universal learning design (DUA) are 3 aspects that the basis of the approach considers and feels and around them the practical framework to take it to the classroom is built:
- Principle I. Provide multiple forms of information and content representation (what learning) with this principle is curricular adjustments and opens the way to diversified plannings that respond to the learning needs of all students. Implies recognizing different intelligences, rhythms and learning styles.
- Principle II. Provide multiple forms of learning expression (how of learning). It responds to linguistic variants or specific needs to communicate that students can have, implies linguistic and non -linguistic elements, alternative representation systems, defining vocabulary and symbols, among others.
- Principle III. Provide multiple forms of involvement (why learning), so that all students can feel committed and motivated in the learning process.
Bringing inclusive practices to reality is not an impossible task if the commitment is available, but above all the attitude to implement them, each from our function and daily work.
CONCLUSION
The task of an inclusive education requires the duty of all educational actors: powers of the three legal systems (executive, legislative and judicial), teachers and educational authorities, parents and students as well as of society in general.
The executive, legislative and judicial powers exercise a primary function in terms of implementing and legislating for inclusion as well as generating changes from high spheres, in this same order the educational authorities have great weight in the success of this model, andthat if they do not provide clear approaches to direct efforts as well as provide teachers with training, the required materials and programs, it will be difficult to sustain the improvement cycles necessary to achieve the goal of inclusion.
As for teachers, they are the most legitimate actors and even without the aforementioned support can generate great changes, but for this a paradigm shift is needed and being the first faithful believers of postulates and inclusive values. In the specific case of special education teachers, it is to become aware that our role in public schools changed a static teacher in a support classroom, segregated from school dynamics to an actor who accompanies and guides the entire educational community inThe application of the inclusive model, managing material and methodological resources necessary for the minimization of BAP.
Parents in turn are the first responsible for asserting the superior right of childhood of an education, but at the same time demand from this educational actor a legitimate and inalienable commitment to favor from the family environment living inclusive values,Thus, students who are the reason for being of the educational system can enjoy the benefits of an inclusive education.
Only with the sum and efforts of all the actors involved in education, we could talk about the new exodus that will lead to eliminating BAP and achieving more human societies that conceive inclusion as a philosophy and way of life.
REFERENCE SOURCES
- (SEP, 2018). Equity and inclusion strategy in basic education: for students with disabilities, outstanding skills and severe learning, behavior or communication difficulties.
- Alba, Sánchez and Zubillaga (2011). Universal Design for Learning (DUA). Guidelines for your introduction in the curriculum. DUALETIC PROJECT
- Tomlinson, c. A. (2005). The role of the teacher in a differentiated classroom. In strategies to work with diversity in the classroom. Buenos Aires: Paidós. Networks in education, pages. 41-50
- Gum, a. (2008). Carol Ann Tomlinson explains how differentiated teaching works and why learning needs. In Teacher Magazine. Translation: Angela Couret.
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