Para comprender el desarrollo del sistema educativo inclusivo

• Autores: Mel Ainscow
• Localización: Electronic journal of research in educational psychology, ISSN-e 1696-2095, Vol. 3, Nº. 7, 2005 (Ejemplar dedicado a: Especial sobre N.E.E.), págs. 5-20
• Idioma: español
• DOI: 10.25115/ejrep.v3i7.1180
• Títulos paralelos:
  • Understanding the development of inclusive education system
• Enlaces
  • Texto completo
• Dialnet Métricas: 15 Citas
• Resumen
  • español

    Hace ahora una década que la Conferencia de Salamanca sobre Necesidades Educativas Especiales aprobó la idea de la educación inclusiva. El documento internacional con toda probabilidad más importante en el campo de las necesidades especiales, la Declaración de Salamanca, afirma que las escuelas ordinarias con una orientación inclusiva son “el medio más eficaz de combatir las actitudes discriminatorias, construir una sociedad integradora y lograr la educación para todos”. Además, sugiere que estas escuelas pueden “proporcionar una educación efectiva para la mayoría de los niños y mejoran la eficiencia y, en definitiva, la relación costo-eficacia de todo el sistema educativo” (UNESCO, 1994).

    Durante estos últimos 10 años ha existido una actividad considerable en muchos países para cambiar las políticas y prácticas educativas hacia una dirección más inclusiva (Mittler, 2000). En este trabajo, presento datos que provienen de la investigación llevada a cabo en esta década para tomar en consideración lo que debe ser hecho, con el objeto de continuar los avances realizados hasta este momento. En particular, considero la pregunta “¿Cuáles son las “palan-cas” que pueden impulsar a los sistemas educativos hacia una dirección inclusiva?”

  • English

    It is now almost ten years since the Salamanca Conference on Special Needs Education endorsed the idea of inclusive education. Arguably the most significant international document that has ever appeared in the special needs field, the Salamanca Statement argues that regular schools with an inclusive orientation are ‘the most effective means of combating discriminatory attitudes, building an inclusive society and achieving education for all’. Furthermore, it suggests that such schools can ‘provide an effective education for the majority of children and improve the efficiency and ultimately the costeffectiveness of the entire education system’ (UNESCO, 1994).

    During the subsequent ten years or so, there has been considerable activity in many countries to move educational policy and practice in a more inclusive direction (Mittler, 2000). In this paper I use evidence from research carried out during that period in order to consider what needs to be done to build on the progress that has been made so far. In particular, I consider the question: What are the ‘levers’ that can move education systems in an inclusive direction?

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