Educational Models: From Exclusion to Inclusion

Educational Models (From Exclusion to Inclusive Education)

Representation of Education

• There are 2 norms in education:
  • Norm established as an average, based on the psychopedagogical model that emerged in the 1990s.
  • Norm established by society, which sets visible or invisible barriers that determine what is or is not normal.
• Inclusion would not be a topic if diversity had been addressed differently from the start.
• The "nobodies" in school include both resource-associated students and the invisible, deviating ones.

Disability: A Concept in Continuous Change and Development

• Traditional Model: Based on religious beliefs.
• Rehabilitation Paradigm: Influenced by medical and biological factors.
• Personal Autonomy Paradigm: Focused on the social conception of disability.
• Evolution of Disability: From dangerous to indifferent patients to citizens.
• Evolution of Concept: From exclusion to segregation to integration to inclusion.

Educational Models: Exclusion

• Disability was historically related to supernatural or demonic causes.
• People with disabilities were considered inferior and denied citizenship rights.
• Individuals deemed UNeducable were denied the right to education.
• Access to education did not exist; social responses focused on confinement and asylums.

Educational Models: Segregation (Renaissance to 19th Century)

• People with disabilities were viewed as a societal burden.
• Focus of consideration was on deficits, emphasizing a lack of abilities.
• First educational experiences emerged for those with sensory disabilities, aiming to "recover" abilities for societal participation.
• During the 18th and 19th centuries "deficiency" was viewed as intrinsic.
• Differentiated education was based on disability type, forming the basis of special education.

Educational Models: Integration (First Half of 20th Century)

• Special education was established as a system for students with disabilities, featuring a unique curriculum for each disability group.

Educational Models: Integration (Second Half of 20th Century)

• Criticism of the deficit-centered education model emerged.
• Social and cultural factors were seen as key.
• Institutionalization based on disability type was questioned.
• New didactic theories developed and consolidated.
• Warnock Report (1978): People with disabilities should be accepted as individuals with equal rights, leading to the concept of special educational needs.
• Advocacy began for equal education for all students.
• Special education became a support for mainstream education.
• Benefits included providing specific support without overly restricting environments, using ordinary resources.
• Students with deficits and educational needs learned better through interaction, improving cognitive and socio-affective skills.
• All students developed respect and solidarity, leading to a more open and tolerant society.
• Criticisms included the transfer of rehabilitative approaches from special to regular education.
• Adapted responses were limited to students with special educational needs.
• Despite shared space, students with disabilities received a different education.
• Focus remained on deficits, maintaining segregation.

Educational Models: Inclusion (Second Half of 20th Century)

• Inclusion rejected previous educational models.
• Salamanca Conference (1994): Inclusive education was defined as a right that accepts and values differences, enriching plurality and diversity.
• Convention on the Rights of Persons with Disabilities (2006): Advocated for the right to education free from discrimination.
• Inclusion conceptualization (Echeita and Ainscow, 2011): Processes aimed at increasing student participation in culture, curriculum, and institutions, providing comprehensive, quality education, regardless of individual traits, to maximize potential.
• Cobo and López (2012): Educational systems adapted to diverse learning needs, considering both individual and sociocultural characteristics, focusing on diversifying offerings and personalizing learning experiences to maximize participation.

Inclusive Education: A Process Without an End

• Schools must transform cultures, policies, and practices to reduce barriers and promote facilitators.
• School culture includes values, beliefs, and principles shared within the school community; defines how school life is generally seen.
• School policies explicitly plan and coordinate rules, procedures, or actions related to key aspects of school life.
• Examples of school policies:
  • School's admission policy for students
  • Policy for community participation
  • Curriculum policy
  • School coexistence policy
  • Policy regarding major school organizational decisions
• School policies are grounded in and supported by the school culture
• Practices are actions carried out daily by teaching staff, both in classrooms and other areas, embodying values and principles of school culture.
• Dialectical Tension: Moving from exclusion and discrimination to inclusion and right, aided by facilitators like presence, participation, and learning.

Foundations, Principles, and Dimensions of Inclusive Education

Transition to Universal Design for Learning (UDL)

• Adaptations are often partial measures and counterproductive if not inclusively developed.
• Adaptations arise from rigid curricula designed for the "average student."
• Adaptations are often implemented for individual students, emphasizing difference negatively.
• Adaptations imply a posteriori modification, which can increase teacher time investment and make it difficult to adapt pre-designed activities.
• Limitations can be overcome through:
  • Universal Accessibility: Environments, processes, and services must be understandable, usable, and practicable by all, employing "universal design."
  • Universal Design or Design for All People: Designing for use by all people to the greatest extent possible, without needing adaptation.
  • Reasonable Adjustments: Modifications and adaptations to meet the needs of people with disabilities without undue burden.

Universal Design for Learning (UDL)

• UDL is a framework addressing inflexible curricula, which create barriers to learning.
• UDL encourages flexible design, allowing students to progress from their current level.

From Adaptations to Universal Design for Learning (UDL)

• Curricular Adaptations: Focuses on the student adjusting to a one-size-fits-all curriculum, implemented on individuals, emphasizing difference, and involving posterior modifications.

• Universal Design for Learning: Focuses on barriers that any student may encounter, implemented for the entire student body, viewing diversity as enriching, and aims to anticipate barriers to presence, participation, and achievement.

Direct And Indirect Beneficiaries (Students With Disabilities)

Approach to the Regulatory Framework

• LOMLOE: Inclusive education is a fundamental principle, addressing diverse needs through Universal Design for Learning, ensuring rights and access to support.
• Decree 23/2023 : Individualized attention serves as the framework, ensuring students receive support to develop competencies.
• PLAN INCLUYO: Frames attention to individual differences, incorporating into the Educational Project, analyzing diversity, identifying barriers, proposing measures, and assigning responsibilities.

Students with Specific Educational Support Needs (ACNEAE) (1/2)

• Include those with disability, severe behavioral disorders, language and communication disorders, or developmental delay.
• Also includes:
  • Specific learning difficulties
  • Severe lack of language knowledge
  • Socio-educational vulnerability
  • High intellectual abilities
  • Late incorporation
  • Personal conditions
• Special Educational Needs (SEN) subtypes:
  • Intellectual
  • Motor
  • Hearing impairment
  • Visual impairment
  • Autism spectrum disorder
  • Specific language disorders
  • Severe behavioral disorders
  • Multiple disabilities
  • General developmental delay -Includes those with Developmental delay, Language and communication development disorders, Attention disorder, Learning disorder, Severe lack of language knowledge, Educational compensation needs, High intellectual abilities, and those Late incorporation.

Attention to Individual Differences

• Barriers are factors preventing equitable presence, participation, and learning; facilitators support inclusive education.
• Barriers can stem from:
  • School culture
  • Organization
  • Educational practices
  • Individual conditions
• Responsibility for identifying barriers lies with the school community.
• Determination of Educational Needs involves psychopedagogical assessment to identify needs and determine responses. includes Psychopedagogical report and Identification of barriers of learning.
• Necessary to propose measures and any important observations or guidance for a new assessment.
• Ordinary Educational Support Measures: Organize spaces and time and, decide on methodology

Ordinary educational support measures

• Reinforcement.
• Emrichment. access(environment, materials assessment tools...).
• Be recorded.

Specific Educational support (Acneae Student)

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• Specific Support.
• Measures for Access.
• Duration of educational attendance.
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