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Advances in Social Sciences Research Journal – Vol. 8, No. 4

Publication Date: April 25, 2021

DOI:10.14738/assrj.84.10001.

Tomé, J. M. S. (2021). A New School with Spaces Inclusive Pedagogics. Advances in Social Sciences Research Journal, 8(4). 121-134.

Services for Science and Education – United Kingdom

A New School with Spaces Inclusive Pedagogics

José Manuel Salum Tomé, PhD.

Doctor of Education, Catholic University of Temuco

ABSTRACT

The current public policies in education matters of the Chilean State have declared

within their focus the educational inclusion and a new public quality education that

offers the best opportunities to all its inhabitants, especially to the most vulnerable

socially, culturally and economically. In this way, it takes the international

commitment mandated by the United Nations in the 2030 Agenda for Sustainable

Development, in particular the Sustainable Development Goal 4, whose objective is

to guarantee an inclusive and equitable quality education and to promote

opportunities of permanent learning for all. The objective of this investigation

considers studying the attitudes of pedagogy students to promote the inclusive

school's development. It is necessary, therefore, to know what they think and feel one

of their main actors that will lead these changes, future teachers. This study was

developed under a quantitative, multivariate, descriptive and correlational model of

the phenomenon based on the general perceptions of the sample according to the

studied construct. The data collection was carried out through the adaptation to the

Chilean reality of the "Questionnaire for future Secondary Education teachers about

perceptions of attention to diversity" (Colmenero & Pegalajar , 2015). The results

show a positive perception towards inclusion of students, but it is necessary

materialized them in a better initial teacher training and in real inclusion practices.

Keywords: Inclusive education; Teacher educator training; Quantitative analysis

INTRODUCTION

Since the middle of the last century educational systems around the world have increased with

varying intensities and through various mechanisms - their ability to integrate more

students. One of the most important consequences of this process is that schools have

progressively become more diverse and complex spaces to develop teaching processes. Thus, the

convergence of children and adolescents of different social, ethnic, racial, country of origin or

physical, sensory and intellectual capacities challenges one of the main tasks of school

communities: to ensure that all students participate and learn from the process

Learning. Disparities in academic results and psychosocial skills and the prevalence of disruptive

milestones in the school trajectory of minority or subordinate populations only exacerbate the

diagnosis ( Glick , J., Yabiku , S., & Bates, L. July, 2008) ( Román, M. & Perticará , M. 2012) .

The change in educational centers is transformed into an inclusive improvement when it is based

on inclusive values. Doing the right thing involves relating different school practices and actions

to values. Linking your actions to your values may be the most practical

step toward better school buying . In the case of Chile, the issue of school integration and, later,

inclusive education has been present in the national discussion since the return to

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Advances in Social Sciences Research Journal (ASSRJ) Vol. 8, Issue 4, April-2021

Services for Science and Education – United Kingdom

democracy. The main way in which this discourse has been installed in the country has been

through the creation of a series of regulations, policies and technical-pedagogical guidelines,

developed mainly by the State (Ministerio de Educación de Chile, Mineduc , 2005; Mineduc ,

2007; Mineduc , 2015).

In this way, the recognition of the diversity of students in the school system has been promoted,

seeking to generate guidelines for the implementation of measures and concrete actions that

allow providing relevant support to respond to educational needs within schools and

classrooms. Thus, efforts have been made to put into practice one of the internationally shared

ways of understanding educational inclusion, considering it as: a process to address and respond

to the diversity of needs of all children, youth and adults by increasing the the participation in

learning, cultures and communities, and the reduction and elimination of exclusion dentr or from

Unesco and education ( 2009, p. 8).

The previous definition moves away from the traditional understanding of inclusive education

as one that addresses specific groups of students, moving to a more complex understanding,

based on the conviction that the responsibility of the regular education system is to provide

quality learning opportunities for everybody. However, and despite the importance of this

definition, Chilean educational policies have been developed mainly from a traditional

perspective of inclusion, circumscribing it to specific topics such as students with special

educational needs or students of ethnic origin, without fully considering the need to incorporate

social, cultural, political and academic differences in the teaching process , Infante &

Matus, ( 2009).

In the pedagogy of inclusion education increasingly seen interest from the perspective of their

own children and young people , consistent with the recognition of the rights of the child as part

of the fundamentals ethical and filosofic years of quality education, White , ( 2006) . In this sense,

in recent times considerable attention has been paid to the interpretation and implementation

of the right of the child to be heard as one of the fundamental principles on which the convention

of the rights of the child is based , recognizing them as active protagonists, with the right to

participate in decisions that affect their lives ( Lansdown , 2005). More specifically , it has been

argued that narrative perspectives that seek to give a voice to excluded young people can

illuminate issues that are not visible to the researchers' own academic world (Parrilla, 2009).

On the other hand, in the development of policies that seek to address the diversity of students

in Chile, a response based on the identification of specific groups and on the implementation of

compensation strategies for the alleged individual deficits has predominated . This restricted

way of approaching the response to diversity entails a static conception of development, which

categorizes students based on their learning difficulties and grants them little or no participation

in the actions that affect them (Infante, 2007). Therefore, educational practices based on the

intervention of specialist professionals in a remedial and individual way persist with children

identified as carriers of a problem ( López et al ., 2014).

In this way, the policies developed in recent years to address diversity constitute a scenario that

is not very conducive to the development of an inclusive perspective of the school, where many

challenges arise. These challenges can be summarized in the idea of the need for a profound

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Tomé, J. M. S. (2021). A New School with Spaces Inclusive Pedagogics. Advances in Social Sciences Research Journal, 8(4). 121-134.

URL: http://dx.doi.org/10.14738/assrj.84.10001

cultural change in national inclusion policies , pedagogical practices in schools and the

conceptions of educational actors. Part of this cultural change means overcoming what Slee

(2011) calls the “rationality system” of integration , that is, that although there are adjustments

in the language that proposes a more inclusive approach to education , the way of thinking and

operate in practice remains that of integration .

In the framework of the research , we understand inclusive education as the continuous process

of seeking a quality education for all, responding to diversity and the different learning needs,

abilities, characteristics and expectations of students and communities, eliminating all the forms

of discrimination ( United The concepts of learning and participation , therefore, are fundamental

to understand the perspective of educational inclusion . In this context, "learning" refers to all

students progressing in their capacities and developing their maximum potential, through broad

educational experiences, relevant and meaningful for their lives, which not only aim at academic

performance ( Ainscow & Miles, 2009) . In this sense, as has been proposed in the Universal

Learning Design (CAST, 2008), in order to favor the learning of all students, it is necessary to

ensure that the design of curricular materials and activities considers multiple means of

representation of the contents by of the teacher, multiple forms of expression and

communication of the content by students and multiple forms of motivation that respond to their

diverse interests.

As one of the inclusive values, participation means being and collaborating with others, being

actively involved in decision-making, recognizing and valuing a variety of identities, that all are

accepted for who they are ( Ainscow et al ., 2006). The participation involves learning together

with others and collaborate on lessons shared by implication active with what they learned and

taught , being recognized and accepted for who they are ( black-hawkins et to the ., 2007). The

participation involves all aspects of school life, it requires an active and collaborative learning for

all and is based on relationships of mutual recognition and acceptance . The focus on

participation contributes to inclusion the notion of active involvement, which implies: access

(being there ), collaboration (learning together) and diversity (recognition and acceptance ).

To address both learning and participation, it is relevant to pay attention to the development

process of boys and girls and the conditions in which it occurs. In this regard, the sociocultural

perspective provides an understanding of development that is more consistent with a rights- based approach ( Lansdown , 2005). Development is conceived from this perspective as a process

of transformation of the child and his environment through the appropriation of tools that

culture offers and participation in the problems and challenges of everyday life ( Rogoff , 1997).

Therefore, as argued by Smith and Taylor (2010: 33), “the capacities of children are strongly

influenced by the expectations and opportunities for participation that their culture offers them,

as well as by the amount of support they receive when acquiring new competences ”. From the

sociocultural perspective, the child is conceived as an active agent, actively constructing

meanings from the stories and narratives in which the culture incorporates them ( Bruner ,

1990). The education , then, is understood as a process of dialogue and transaction between adult

and child , where both negotiate and recreate the meaning of the action together, and where the

child has a voice protagónica , becoming a member of a creative community culture ( Bruner ,

1986). Following a similar argument , Wells (2001) proposes that classrooms should become

“communities of inquiry where the curriculum is seen to be created in an emergent way in the