INTRODUCTION
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ScribdTranslationsINTRODUCTION
In this monograph, we discover that there are no two students that are the same.
that there is no typical student body and that if we manage to detect the needs of
each one, to know the way in which it is easiest for them to learn and even more
motivating, our work is much more effective and satisfying. To the extent that
that we get to know our students deeply, we will begin to understand them.
We will automatically find their way of being interesting and quirky.
we will want and respect even more, we will respect him or her specifically,
we will not talk about respect for students in an abstract way, but rather this
feeling will have a face, a concretion. We will feel more and more appreciation
through their person, we will be more transformative agents in their life and he or she
will become an important and enriching part of ours. They will give meaning to
our work, in our day to day. Therefore, in this monograph
we will find the definition of inclusive education; the international evolution
of the concept of inclusive education: foundations of inclusive education
Principios de la educación inclusiva
Characteristics of inclusive schools Characteristics that facilitate education
inclusive; difference between the integrative school and inclusive school; diversity
in inclusive schools and finally inclusive education at a global level in the
We will present all of this in our monograph.
DEFINITIONS ACCORDING TO AUTHORS:
Inclusive Education implies that all young people and adults of a
a certain community learns together, regardless of their origin, their
personal, social, or cultural conditions, including those that present
any learning problems or disabilities. It is a school that
it does not set entry requirements nor mechanisms for selection or discrimination
no kind, to really make effective the rights to education, to the
equality of opportunities and participation. In the inclusive school, all
students benefit from an education tailored to their needs and not only
those who have special educational needs.
Inclusive Education therefore has both an educational and a social sense.
while rejecting that educational systems only have the right to certain
type of children. Therefore, each country is asked to design a school system capable
to adapt to the needs of all children by creating inclusive schools
(Fernández, 2003).
The concept of inclusive education is broader than that of integration and starts
of a different supposed, because it is related to the very nature of the
regular education and the common school. Inclusive education implies that
all the boys and girls of a certain community learn together
regardless of their personal, social, or cultural conditions,
including those with a disability. According to UNICEF, UNESCO.
Inclusive Education must be understood as another attempt to address the
learning difficulties of any student in the educational system. The
The concept of inclusion seeks to address the different situations that lead to
social and educational exclusion of many students. This means that schools
they must be ready to welcome and educate all students and not
only those considered to be educable (Arnaiz, 2003).
Inclusive education that focuses on how to support the qualities and the
needs of each of the members of the educational community. In addition, the
inclusion does not only refer to the educational field, but the true
meaning takes on a broader dimension, it refers to inclusion
social. This is reflected by Dyson (2001)
