04 SES 05.5 PS, General Poster Session
General Poster Session
This paper is part of a wider research (Martínez, 2011) which aimed to draw a map of inclusive good practices in a Spanish province. New actions may be taken by using this research, in order to face the changes brought by inclusive education. Some of the goals of this work may be highlighted, for example trying to know the characteristics and the diversity of the educational centres, identifying some strong and weak points of the educational hierarchy which could encourage or handicap the change from integration to educational inclusion, and reporting the inclusive educational projects designed at the centres.
The aims mentioned above relate to the certainty that we are still far from answering the question of educational inclusion presented by UNESCO (2005). This type of education refers to how to encourage equity and contribute to a deeper social cohesion, enabling us this way to answer to all the students by means of participating more in the learning process and in the cultural and community activities, and of reducing exclusion inside and outside the educational system. Two interesting ideas emerge from what has just been mentioned. One idea refers to the duty the schools have, to restructure themselves according to the needs of all their students (Ainscow, 1999) in order to be the most efficient means to fight discriminatory attitudes, to build an inclusive society and to reach education for everybody (Parrilla, 2010; Parrilla, Raposo & Martínez, 2011; Raposo, Martínez & Baamonde, 2010). The other idea implies that we cannot forget that sometimes educational exclusion is the prelude for certain ways of social exclusion (Parrilla, 2008).
Thus, we have tried to approach to the different areas of work from which we believe the efforts should start. As Parrilla suggests (2009), these areas are not new and have not been withdrawn from the inclusive aproaches of change. Nevertheless, it is actually believed that they need to be looked at with different eyes and approached with different attitudes, because inclusion demands the introduction of new values into the school, into the classrooms. Inclusion means on one hand the broadening of the concept of normality, which diversifies, and on the other hand it means to learn to learn the difference, since we can hardly learn about it if we don't live with it, if we avoid it or exclude it.
The paper presented here has been developed in Ourense (Spain) taking all this into account. 35 Pre-primary, Primary and Secondary Schools have taken part in it, all of them would be developing some innovation project or training activity related to diversity and they would have been acknowledged for this in their educational community as reference centres of inclusive good practices. We have had the voice of 269 teachers from these centres who have been key in order to do an analysis of educational inclusion.
Ainscow, M. (1999). Understanding the Development of Inclusive Schools. Narcea: Madrid. Fox, D.J. (1981). El proceso de investigación en educación. Pamplona: Universidad de Navarra. Kerlinger, F.N. (1985). Investigación del comportamiento. Técnicas y metodología. México: Interamericana. Parrilla, A. (2009). ¿Y si la investigación sobre inclusión no fuera inclusiva? Apuntes desde una investigación biográfico-narrativa. En Revista de Educación, 343,101-117. Parrilla, A. (2010). Ética para una investigación inclusiva. Revista Educación Inclusiva. 3 (1), 165-174. Parrilla, A. (dir.) (2008). “Análisis de los procesos de inclusión/exclusión educativa en la educación obligatoria. Desarrollo de proyectos locales de cambio y mejora escolar”. Memoria Técnica para proyectos tipo A y B. Referencia. EDU2008-06511-C02-01. Parrilla, A.; Raposo, M.; Martínez, M.E. (2011). “Inclusive Education as a Community Project: Researching Beyond the School”, comunicación presentada en ECER 2011, Berlín,13 a 16 de septiembre de 2011. Raposo, M.; Martínez, M.E.; Baamonde, M.L. (2010). “Un Proyecto Inclusivo de Mejora Escolar: claves formativas y constitutivas”, comunicación presentada en el I Congreso Internacional: Reinventar la Formación Docente, Málaga, 8 a 10 de noviembre de 2010. UNESCO (2005). Guidelines for inclusión: Ensuring Access to Education for All. París: UNESCO.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.