What does inclusion in education mean?

From educational psychology, the term integration is beginning to be left behind, in favor of the term inclusion. Is this a simple modernization of the term or are we facing a change in values ​​and practices? One might think that changing a word for another with a similar meaning may not have much significance. However, concepts are what define our world and increasing the terms means shedding new perspectives.

If you go to any school and ask if the students are integrated, they will probably tell you yes, with complete certainty.. And they will show you the names of some students with functional diversity, immigrants or in another situation of social disadvantage and they will tell you that they are receiving adequate training. Now, if you ask them about whether students feel included in school, the answer will probably no longer be accompanied by such great security.

Differences between integration and inclusion

When we talk about integration, we ask ourselves whether those students who are socially disadvantaged are receiving an education and training that is equitable to the rest of the students. This term is based on a question of being inside or outside the educational environment. On the other hand, if we talk about inclusion we do not stop at that aspect alone. The importance revolves around the social and personal well-being of the students.

Inclusion is concerned with whether students are treated with equality, care, and respect as the unique people they are. And it is also important to pay attention to ensuring that they feel comfortable within the “ecosystem” of the school. That is, worrying about them having meaningful relationships and being participants in life within the school.

An essential difference between the two terms is the universality of one versus the selectiveness of the other. When talking about integration, we focus on a stigmatized group receiving a “normal” education. On the other hand, with an inclusive model, we take into account the personal situation of any student, and we seek their inclusion in school.

Any student, even if they are not part of a stigmatized group, may feel excluded. For example, a shy child who has trouble making friends or another who is concerned about his or her sexual orientation is probably not included. The integration model forgets these children, sometimes with disastrous consequences.

Reasons for inclusion

The primary reason for inclusion is not to achieve the social and personal well-being of students without further reasons. It would be a mistake to think in such short-sighted ways. The objective of inclusion is to achieve a significant improvement in the education and learning of students. The important thing is that all students develop their potential to the fullest and can develop without obstacles.

For this to be possible The social and personal well-being of students is essential. Because a person with discomfort will have a shortage of resources that will be a great obstacle to their learning. And the educational measures since integration have been insufficient from this aspect.

An example of this is the “Special Education” classes created since integration. Which came to provide specialized instruction to those students who could not keep up with the pace of the class. But it has become more of a mechanism of exclusion than support. Cataloging some students outside of “normality” along with its repercussions on social and personal well-being.

Another essential aspect is that If we want to educate in equality, cooperation and non-discrimination we must lead by example. We cannot educate in those values, unless the school is based on an inclusive model with those values ​​behind it.

What can be done to achieve inclusion?

After seeing any flaws, it is easy to create a theoretical model that seems to make up for those deficiencies. But when it comes to putting it into practice, the objective becomes more complicated. The normal thing is that we encounter certain political, economic and social barriers, sometimes very difficult to overcome. Even so, measures can always be taken to try to get as close as possible to the theoretical model.

Research on inclusive education shows us a series of measures that help a lot to move in the right direction. Among these strategies, the most effective and important are the following:

Mutual observation of classes followed by a structured discussion about what was developed. Group discussion of video recordings of a colleague’s work. Giving voice to students and their families, in order to know the needs and problems they suffer. collaborative planning between students and classroom teachers and joint review of the results. Innovations in the school curriculum, modifying it according to the specific needs of the students. Cooperation between schools, including mutual visits to help collect relevant information.

An inclusive school, with all the depth that the term implies, is a utopia. However, this does not mean that we should give up getting as close as possible, quite the opposite. Utopias are there to mark the path to follow and establish it as a goal, motivating and guiding our actions.

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