04 SES 11 C, Teachers’ Views II
Parallel Paper Session
Current educational systems come face the challenge of the quality of education in recent decades. Now, this challenge not can afford to exclude students who can show some kind of particular need for educational support (Escudero y Martínez, 2011) at some point in their schooling. At this point, no one doubts the need for a paradigm shift in the mindset and the very identity of the educational centres in relation to inclusive education, which still persists identifying himself as a special education which calls for integration and not for inclusion (López Melero, 2004-2006;) (Stainback and Stainback, 2001). In addition, in the specific case of attention to diversity policies undertaken by educational administrations of our country, although from a theoretical perspective it opts for the inclusion, practice, standards and procedures for students with special educational needs school facilitates segregation of some of them in special education centres, which is detrimental to the educational and social inclusionnot only defended by education professionals but by many families (Echeíta, 2006).
Educating for the and diversity implies an attitude of positive towards communication and interaction between different people, and understanding of diversity as a factor in positive and necessary learning in current school organizations. Now well, the challenge is complex, and we are currently defending the idea of inclusive education lies between the desire to be a critical educational proposal, and the reality of being in a crossroads ranging from covert segregation of students with special educational needs to the lack of specialized professionals, as well as the inadequate training in inclusive education of the teaching staff and the educational community. In this sense, there is still a curricular approach compensatory or deficit in the management education of pupils with special educational needs, which is clearly reprehensible not only academics committed, but also by professionals in education and educational guidance, as well as families with children who have no functional diversity and living with upset how the educational system is not capable of ensuring an inclusive attention and quality - equal - to their children (Ainscow, 2001;) (Arnáiz, 2003) in the field of university education in the faculties of Education Sciences, is also worthy of mention the need for much deeper into the inclusive pedagogical philosophy students and university professors. In the case of the mention of inclusive to some Andalusian universities have been included in the curricula of the new grades of primary education, it is possible that a higher level of specialization is necessary, but we must also not forget the emergence of promoting inclusive education in all subjects which is an axis of a committed and critical teaching in times of social uncertainty.
AINSCOW, M. (2001). Desarrollo de escuelas inclusivas. Madrid: Narcea. ARNAIZ, P. (2003). Educación inclusiva: una escuela para todos. Archidona (Málaga): Aljibe. BARTON, L. (1998). Discapacidad y sociedad. Madrid: Morata ECHEITA, G. y OTROS (2004). Educar sin excluir, Cuadernos de Pedagogía, 331, 50-53. ECHEITA, G. (2006). Educación para la inclusión o educación sin exclusiones. Madrid: Narcea. ESCUDERO, J. M. y MARTINEZ, B. (2011). “Educación inclusiva y cambio escolar”, Revista Iberoamericana de Educación, 55, pp.85-105. LEIVA, J. (2011). Construyendo cultura de la diversidad a través del cine: una experiencia con alumnado universitario de educación especial. Actas del Congreso Internacional "Educación Especial y Mundo Digital". Almería: Universidad de Almería (pp.55-63). LÓPEZ MELERO, M. (2004). Construyendo una escuela sin exclusiones. Archidona (Málaga): Aljibe. LOPEZ MELERO, M. (2006). “Cultura de la diversidad, cultura de la inclusión: educar para construir una escuela sin exclusiones”, Actas de las XVI Jornadas Municipales de Psicopedagogía “L´Ecola que inclou”. Ajuntament de Torrent, Col-lecció Hort de Trenor 18, pp.11-52. STAINBACK, S. Y STAINBACK, W. (2001): Aulas inclusivas. Un nuevo modo de enfocar y vivir el currículo. Madrid: Narcea. UNESCO (2005): Guidelines for inclusion: Ensuring Access to Education for All. París: UNESCO (Accesible on line en: http://unesco.org/educacion/inclusive).
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