Contemporary education has taken on the challenge of promoting different programs aimed at promoting inclusive teaching-learning processes that facilitate attention to diversity. It is evident that the integration of students with special needs in regular educational centers has caused significant changes in the curriculum, infrastructure and training among teachers. In the last ten years, educational inclusion has made significant progress, but much remains to be done to expand inclusive spaces.
La educación contemporánea ha asumido el reto de impulsar diferentes programas orientados a promover procesos de enseñanza-aprendizaje inclusivos que faciliten la atención a la diversidad. Es evidente que la integración del alumnado con necesidades especiales en los centros educativos ordinarios ha provocado cambios significativos en el currículo, la infraestructura y la formación del profesorado. En los últimos diez años, la inclusión educativa ha avanzado significativamente, pero aún queda mucho por hacer para ampliar los espacios inclusivos.
Referencias Bibliográficas
Barton, L. (2013). Inclusive education and teacher education: A foundation of hope or a discourse of delusion. London: University of London. CONADIS. (2013). National Agenda for Equality in Disabilities. Quito, Ecuador: CONADIS. Constitution of the Republic of Ecuador. (2008, October 20). The Constitution of the Republic of Ecuador Legislative Decree s/n. Montecristi, Manabí, Ecuador: Official Register 449.
Escribano, A., & Martínez, A. (2013). Educational Inclusion and Inclusive Teachers. Madrid: Narcea Ediciones.
Habermas, J. (1981). Theorie des kommunikativen Handelns (Vol. I). Frankfurt: Suhrkamp.
Isch, L. E. (2011). Current proposals and challenges in education: The Ecuadorian case. Educação & Sociedade, Campinas, Brazil, 32(115), 373-391.
John, R. C. (2016). Normal School of Specialization Humberto Ramos Lozano. National and International Journal of Inclusive Education, Monterrey, Mexico, 264-275.
Ocampo, G. A. (2015). Thesis Epistemology of Inclusive Education. Granada, Spain: University of Granada. Organization of Ibero-American States (OEA). (2014). Advances and challenges of inclusive education in Ibero-America. Buenos Aires: Organization of Ibero-American States. World Health Organization (WHO). (2011). International classification of functioning, disability and health. Geneva, Switzerland.
Mardones, J. M., & Ursúa, N. (1982). Philosophy of the human and social sciences. Barcelona: Fontamara. NOMADS. (2007). 27, 62-73. Central University, Colombia.
Santos, M. (DNI: 72097495Q). Epistemology in Education. UNESCO. (2008). Inclusive Education, The Way to the Future. Meeting 48 of the International Conference on Education. Retrieved on September 16, 2018, from http://www.ibe.unesco.org/fileadmin/user_upload/Policy_Dialogue/48th_ICE/Press_Kit/Glyer_ICE_Sp.pdf
Esta obra está bajo una Licencia Creative Commons Atribución-NoComercial-SinDerivadas 4.0 Internacional.