Políticas públicas: educación inclusiva desde la atención a la diversidad

Abstract

Inclusive education has become a public policy, which has been endorsed by international institutions such as UNFPA and the UN. However, despite the existence of a variety of regulations in this regard, governments are not truly committed to the implementation and subsequent execution of public policies that allow for a more inclusive education. As a result, there are still many countries in the region that have educational development plans with an inclusive approach, but in most cases, they do not go beyond what is stated on paper. In the global context, we observe two fundamental characteristics in relation to inclusive education: i) the countries have regulatory structures that consider inclusive education a priority; and ii) there are still huge gaps that do not allow the implementation of inclusive and equitable actions within the framework of the educational systems of the countries (mainly emerging countries), as evidenced by the large number of population segments that do not have access to the right to education (UNESCO, 2013).