The educational reform implies a reform of the system itself and the organization and functioning of the classroom, so that the regular school is fundamentally the one that welcomes all the students of the country in each of its levels and modalities. This implies an educational approach that responds effectively to diversity, since each student, child or adult, of both sexes, has characteristics, interests, capacities and needs that are their own. The education system – and therefore the inclusive school – must take into account the full range of different characteristics and needs, as far as possible.
Elements of special education Reforms
Schools of basic education should receive well-endowed and SEN children: children with disabilities, street children, indigenous people, marginalized and disadvantaged areas, migrants. To this end, the current policies of care in special education schools must be modified, except in those cases where adequate care cannot really be provided to ensure a quality education. Inclusive school is an effective means for the creation of a new culture of acceptance of diversity and difference, the evolution towards a more democratic and participatory society, more just and less discriminatory.
Meeting educational needs
The pedagogical justification is fundamental because the inclusive school would represent an unprecedented advance in the methods and techniques of learning, that is to say, in the educational models, since it implies the development of means of teaching and of curricular proposals that respond to the individual differences, Remove obstacles to the learning of these students and propose really meaningful curriculum content.
It is clear that the installed capacity of special schools cannot be discarded, nor can it be attended to all those who present SEN in the regular schools, but it is possible to establish a policy of attention that prepares these students to integrate gradually in regular classrooms with normal activities based on a flexible curriculum and appropriate supports.
Facilitating inclusion process
The educational reform underway seeks to promote inclusion, through a quality education “for all”. A reform with these characteristics should have deep implications in the quality of education that is granted to those students who have Special Educational Needs (SEN); But for this to happen require much more than good intentions.
Although SENs are the result of barriers that may limit a student’s participation and learning possibilities in a particular educational context, this label is usually interpreted as a distinctive feature of the student, which points to him as someone “different” from Those other students who do not fall into this category and would therefore be considered “normal”. This distinction between “normal” and “different” in terms of special educational needs has consequences for the quality of the educational process experienced by these students, which go beyond the type of establishment – regular or special – in which they are educated. In a regular educational setting it could mean that their teachers do not feel prepared to educate them and that they think they might have more opportunities in a special school. In a special school it could imply that the expectations that have against the possibilities of these students limit their opportunities of learning.