Facilitating school inclusion

Abstract

Inclusion implies the overcoming of sociocultural prejudices and marginalizing social barriers and the solution of technical, organizational, educational, and rehabilitation problems. For inclusion to happen, it is necessary to realize efficacious programs capable of significantly improving the situations of individuals that need help, but also for changing the attitudes stirred up by their presence within the social context. Research studies showed that when parents of disabled children start to experience the advantages of school inclusion, they also start to have consistently more positive attitudes to this condition than parents of children in special education schools. Also significant is the role of parents of non-disabled children, their attitudes seem able to characterize their children's attitudes, mediating, and facilitating the inclusion. As to teachers, although they do show agreement on the value of inclusion, they also tend to lament a number of difficulties does not by itself produce satisfactory interactions with peers. The efforts of researchers and professionals aiming at decreasing perplexities and increasing competencies should be channelled the task of implementing inclusion. Their action should also focus on guaranteeing the collaboration of the school children without disability and their parents, that is to say those individuals that can have a role of mediation and facilitation tlo inclusion

Self-Advocacy: Enhancing the Education of Down Syndrome Learners

“…It also involves rehabilitative and training actions to address the different educational needs that characterise a heterogeneous group of students. Having the same rights does not necessarily mean being able to benefit from the same interventions (Nota 2006).…”

Educating Learners with Down Syndrome Successfully: A Narrative Journey

“…Sheri had to adapt to a different inclusive learning environment with a heterogeneous group of students. Each of the students functioned differently and it was clear that having the same rights do not necessarily mean having to benefit from the same interventions (Nota 2006). In a diverse group of students the needs of every student differs and it is impossible for a lecturer to accommodate every need.…”

Inclusión e ideología

“…Sin embargo, la confusión, la confrontación, la frustración y la culpabilización persisten como diagnósticos recurrentes en este campo (Allan y Slee, 2008;Dyson, 2001;Echeita, 2017;Echeita et al, 2009;Slee, 2011). La inclusión no es un problema, es una problemática (Garnique, 2012; Martínez-Usarralde, 2021; Monarca, 2015;Moreno, 2018;Nota y Soresi, 2017). Y, como tal, su naturaleza es controvertida en cuatro niveles de análisis:…”