One of the main challenges facing the education system is the promotion of inclusion policies and practices that allow the diversity of students to achieve the basic learning of compulsory education (Montiel and Arias, 2017). Faced with this complex social scenario, diversity is reflected in gender, ethnicity, culture, socioeconomic level, different capacities, among others; they are elements that have a strong impact on social and educational interactions (Guillén and Valenzuela, 2015).
Educational institutions assume the challenge in the formation of students, the education they receive must be framed in a context of learning that responds to demands of society. Therefore, educating in diversity from inclusive environments is based on the principles of equality and equity, rights that all human beings posees (Arnáiza, 2011). The international reccomendation insists on the need to consider inclusive education as something unfinished, which begins in the firs years of life an remains until it is finished (Casanova, 2011:95).
A study conducted by McBrayer and Wong (2013), indicates thar educational inclusion requires significant changes of values, system and practices being essential elements in such process. Focuse a vital attention on the collaborative work among professors anda have a shared vision among the educational actors involved; in addition to the importance of materia resources and adequate training of teachers.
in diversity from inclusive environments is based on the principles of equality and equity, rights that all human beings possess (Arnáiz, 2011). The international recommendation insists on the need to consider inclusive education as something unfinished, which begins in the first years of life and remains until it is finished (Casanova, 2011: 95).