The Evolution of Inclusive Education: From Exclusion to Inclusion

Posted on Sep 2, 2024 in Social sciences

ORIGIN: Promoted by UNESCO in: Conference 1990 (Jomtien, Thailand) New social awareness will disparities in January exercise of human rights, especially inequalities in fulfilling the right to education. Promotes the idea of education for all. You set up the first leg of Inclusion. Conference 1994 (Salamanca) 88 countries and 25 international organizations related to education, take the idea of developing educational systems and promote an inclusive orientation. Inclusive orientation is assumed as a right of all children and people, not just those people classified as SEN, linking inclusive education to all students who do not benefit from education. Special education, sociology of education, cultural anthropology, social psychology, learning … are fields and fields of knowledge that since the inclusion are called to meet. Endorsed a global movement (inclusive movement) that developed countries and who aspire to pursue the developing countries (Working Daniels and Gartner 2001) Inclusiveness is primarily a social phenomenon.

Principle: Education systems should be designed and the programs used to pick up different characteristics and needs. SEN People must have access at a child-centered pedagogy capable of meeting these needs. Regular schools with this approach represents the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all: they also provide an effective education to most children and improve the efficiency, ultimately the cost efficiency of the education system.

Exclusion: The exclusionary effect of globalization and major changes in the new era have led to the increasing occurrence of people and whole regions on the margins of society, and put on display the first need to combat social exclusion. The joint construction efforts focused on 1997 SLEE group called “Holy Trinity” (Class, culture, gender) to explain and address the exclusion from school. (CIDE, report Barns et al. 1999).

Diversity: Seen from a negative perspective. The most common way to address diversity has been based on the intent of management and differential treatment. The struggle in a democratic society should be against inequality not against diversity. No quality without equality, or equity without quality.

STAGES

Exclusion: (Denial of right to education)

The exclusion of fact or law school in groups outside the target population (urban, bourgeois and interested in the ecclesiastical, bureaucratic or military) (Fernández Enguita, 1998)

  • Exception: Boarding massive “total institutions” for the disabled.
  • Infanticide also occurs in children with visible defects or deficits and noticeable.
  • Social education system = System: Farm labor.

Segregation: (Recognition of the right to education differentiated by groups)

Segregated schools are created different political calls, specific policies for each group of people in an unequal position.

  • Social class (Graduate School)
  • Cultural Gr (Bridge School)
  • Gender (separate schools)
  • Deficient (Network of Centers of Special Education.)

Integration (integrated reform)

Response to pressure groups. Changes in the education system to correct gross inequalities:

  • Social class (50-60 comprehensive school, basic and compulsory E.)
  • Cultural Gr (E. compensatory, multicultural 80)
  • Gender (Coeducation 70)
  • Disability (Integration E. 60-80, not real physical, transfer standard school SEN without adaptation)

Integration process in the same direction: assimilation E. segregated, E. normal: given culture, values and content of the dominant culture.

Inclusion: (inclusive reforms, involving a review of the commitment and scope of inclusive reform, trying to build a school that responds not only to the SEN of some students, but all)

Type partial curricular changes, organizational and professional to embrace the idea of diversity. Based on sophisticated policy or categorization processes, selection and design, exclusions remain in school integration. Investigations of Blyth and Milner (1996), Booth (1996) Clough (1999) Hayton (1999) and Parsons and Howlett (1996), have analyzed this process and have called attention to the failure of schools to respond to equity society. These studies point to the need for the school to facilitate the formation of citizens able to participate and integrate work, emotional, social and cultural institutions and mechanisms of society.

Inclusive education involves two interrelated processes:

  1. The process of increasing student participation in culture and the curriculum of regular schools and communities.
  2. The process of reducing the exclusion of students from the communities and cultures normal. (Booth and Ainscow 1998).