O texto apresenta e discute a materialidade da educação especial nos três Institutos Federais de Educação, Ciência e Tecnologia no Rio Grande do Sul: Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS), Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense (IFSul) e o Instituto Federal de Educação, Ciênci...
Resumen: Al interior de las escuelas de la región binacional Tijuana-San Diego se identifica una nueva y creciente minoría de estudiantes que reclama su derecho de aprender por medio de una educación equitativa, inclusiva y de calidad. Son los estudiantes trasnacionales, aquellos menores de edad que, sin considerar su origen o nacionalidad, tienen ...
Resumen A partir de la reforma “derechohumanista” a la Constitución Política de los Estados Unidos Mexicanos de 2011, se han incorporado reglas y principios que potencializan la obligación para todas las autoridades mexicanas (incluida la educativa) de promover, respetar, proteger y garantizar los derechos humanos. Por ello, reconstruir los proceso...
Published international reports have defended the right to inclusive education in recent years. Education professionals must be com-mitted to their responsibility to learn throughout their lives to face this challenge; with lifelong learning. This paper presents a qualitative case study focused on the Hospital and Home Educational Care Service in M...
This article presents the process of creating a training workshop within the project Universal Design for Learning and Design Thinking for the Generation of Inclusive Learning Experiences. The problem is the teacher’s lack of knowledge about the inclusive education approach, as well as the barriers they encounter when planning learning experiences ...
The article deals with inclusive educational practices in the classrooms of primary and secondary schools. The so-called pedagogical projects of inclusion sometimes generate segregated practices, fragmented between the task of the classroom teacher and the support teacher. Proposals based on co-teaching, co-responsibility and trust are considered c...
The existing confusion around the meaning of inclusive education is one of the main barriers to the progress of this educational model. The general objective of this research is to analyze the meanings that different educational agents involved in the educational community of the Region of Murcia (Spain) attribute to the concept of inclusive educat...
The number of students using augmentative and alternative communication (AAC) systems in mainstream schools has increased in recent years, in line with the principles of inclusive education. Teacher perceptions of AAC significantly influence school practices and the overall effectiveness of these systems as a tool for communication and inclusion, w...
A society with a culture of inclusion that promotes diversity and inclusion needs to be strengthened in several aspects to provide quality care and equal opportunities to all people without exception. The objective is to identify the importance of the factors that affect the attention to students with special educational needs in Peru. The study wa...
