Inclusive education: trends and perspectives
Inclusive education is understood as a process that proposes to recognize and respond to the diversity of needs presented by students so that their learning be able to effective, minimizing exclusion within and outside of Educational Institutions. This review article is the state of the art related...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2020
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| Online Access: | https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/11423 |
| _version_ | 1801706630410141696 |
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| author | Quintero Ayala, Lyda Esperanza |
| author_facet | Quintero Ayala, Lyda Esperanza |
| author_sort | Quintero Ayala, Lyda Esperanza |
| collection | OJS |
| description | Inclusive education is understood as a process that proposes to recognize and respond to the diversity of needs presented by students so that their learning be able to effective, minimizing exclusion within and outside of Educational Institutions. This review article is the state of the art related to the project “Inclusive practices: a view from diversity”, which aims to recognize the practices and discourses of teachers in the Educational Institution of Boyacá about inclusive education. The investigations were classified by thematic organization of analysis, obtaining six sections that show the perspectives that are mobilized on the object of study. In each trend, significant results were found aimed at transforming teachers’ practices. The established categories were: inclusive education based on the legal framework, attitudes and perceptions of teachers, support networks and cooperative learning, promotion and alright inclusive pedagogical practices, inclusion issues, in terms of subjectivities - languages, and curricular proposal in the teacher training. in inclusive education. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-11423 |
| institution | Revista Educación y Ciencia |
| language | spa |
| publishDate | 2020 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-114232022-06-16T15:52:33Z Inclusive education: trends and perspectives Educación inclusiva: tendencias y perspectivas Quintero Ayala, Lyda Esperanza inclusive education inclusive practices diversity teacher training difference educación inclusiva prácticas inclusivas diversidad formación de docentes diferencia Inclusive education is understood as a process that proposes to recognize and respond to the diversity of needs presented by students so that their learning be able to effective, minimizing exclusion within and outside of Educational Institutions. This review article is the state of the art related to the project “Inclusive practices: a view from diversity”, which aims to recognize the practices and discourses of teachers in the Educational Institution of Boyacá about inclusive education. The investigations were classified by thematic organization of analysis, obtaining six sections that show the perspectives that are mobilized on the object of study. In each trend, significant results were found aimed at transforming teachers’ practices. The established categories were: inclusive education based on the legal framework, attitudes and perceptions of teachers, support networks and cooperative learning, promotion and alright inclusive pedagogical practices, inclusion issues, in terms of subjectivities - languages, and curricular proposal in the teacher training. in inclusive education. La educación inclusiva es concebida como un proceso que plantea reconocer y responder a la diversidad de necesidades que presentan los estudiantes para que su aprendizaje sea efectivo, minimizando la exclusión dentro y fuera de las Instituciones Educativas. Este artículo de revisión es producto del estado del arte del proyecto “Prácticas inclusivas: una mirada desde la diversidad”, que pretende reconocer las prácticas y los discursos de los docentes de la Institución Educativa de Boyacá en torno a la educación inclusiva. Las investigaciones se clasificaron mediante organización temática de análisis, obteniendo seis apartados que dan cuenta de las perspectivas que se movilizan sobre el objeto de estudio. En cada tendencia, se encontraron hallazgos significativos dirigidos a transformar las prácticas de los docentes. Las categorías establecidas fueron: educación inclusiva a partir del marco legal, actitudes y percepciones de los docentes, redes de apoyo y aprendizaje cooperativo, promoción y buenas prácticas pedagógicas inclusivas, cuestiones sobre la inclusión a propósito de las subjetividades – lenguajes, y propuesta curricular en la formación del docente en educación inclusiva. Universidad Pedagógica y Tecnológica de Colombia 2020-11-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/epub+zip https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/11423 10.19053/0120-7105.eyc.2020.24.e11423 Educación y Ciencia; Núm. 24 (2020); e11423 2805-6655 spa https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/11423/9933 https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/11423/10900 https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/11423/10901 Derechos de autor 2020 EDUCACIÓN Y CIENCIA |
| spellingShingle | inclusive education inclusive practices diversity teacher training difference educación inclusiva prácticas inclusivas diversidad formación de docentes diferencia Quintero Ayala, Lyda Esperanza Inclusive education: trends and perspectives |
| title | Inclusive education: trends and perspectives |
| title_alt | Educación inclusiva: tendencias y perspectivas |
| title_full | Inclusive education: trends and perspectives |
| title_fullStr | Inclusive education: trends and perspectives |
| title_full_unstemmed | Inclusive education: trends and perspectives |
| title_short | Inclusive education: trends and perspectives |
| title_sort | inclusive education trends and perspectives |
| topic | inclusive education inclusive practices diversity teacher training difference educación inclusiva prácticas inclusivas diversidad formación de docentes diferencia |
| topic_facet | inclusive education inclusive practices diversity teacher training difference educación inclusiva prácticas inclusivas diversidad formación de docentes diferencia |
| url | https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/11423 |
| work_keys_str_mv | AT quinteroayalalydaesperanza inclusiveeducationtrendsandperspectives AT quinteroayalalydaesperanza educacioninclusivatendenciasyperspectivas |
