Abstract
The Educational Reform implies a series of systemic changes that have aimed at building an inclusive educational system that promotes comprehensive quality education. Such changes constitute challenges for institutional and pedagogical management, and must guarantee that all students can access a quality education with equivalent opportunities to learn and participate, considering their individual, economic, social and cultural characteristics. This documentary research, framed in the qualitative paradigm, seeks to show how the concept of educational inclusion has evolved and how collaborative work is the cornerstone for the deployment of inclusive pedagogical practices. In this way, teachers have had to face the challenge of enriching educational practices, in order to respond to and attend to diversity, emphasizing the collaboration and participation of different actors, understanding, for example, that the definition and implementation of a plan of curricular adaptations must be elaborated and executed in a participative and collaborative way, which demands the development of collaborative work strategies. In particular, the co-teaching practice is proposed (MINEDUC, 2009 and 2012), which implies a change in the structure and organization of teaching and learning experiences in schools, where teachers in the regular classroom and Education Special work collaboratively at all times. Keywords: Inclusion. Diversity. Collaborative work. Co-teaching. Co-teaching.
Highlights
The Educational Reform implies a series of systemic changes that have aimed at building an inclusive educational system that promotes comprehensive quality education
Such changes constitute challenges for institutional and pedagogical management, and must guarantee that all students can access a quality education with equivalent opportunities to learn and participate, considering their individual, economic, social and cultural characteristics. This documentary research, framed in the qualitative paradigm, seeks to show how the concept of educational inclusion has evolved and how collaborative work is the cornerstone for the deployment of inclusive pedagogical practices
Teachers have had to face the challenge of enriching educational practices, in order to respond to and attend to diversity, emphasizing the collaboration and participation of different actors, understanding, for example, that the definition and implementation of a plan of curricular adaptations must be elaborated and executed in a participative and collaborative way, which demands the development of collaborative work strategies
Summary
Donoso-Díaz y Alarcón (2014) indican que, en nuestro país, la política educativa está de plena actualidad, pues se discute en todas partes; sobre el impacto de sus medidas; en relación con el financiamiento; respecto de la evaluación, hay abundantes opiniones. Se reconocerá que hablar de diversidad en la escuela es hablar de la participación de cualquier persona (independiente de sus características sociales, culturales, biológicas, intelectuales, afectivas, etc.), es hablar de la necesidad de estudiar y luchar contra las barreras al aprendizaje en la escuela, y es hablar de una educación de calidad para todos los alumnos. La educación inclusiva apunta al enriquecimiento social y educativo, y en términos prácticos, a la cohesión social y escolar para todas las personas, señalando que para la mejora escolar es fundamental una propuesta educativa multidisciplinar, pues la inclusión no sólo exige el esfuerzo de acoger en condiciones de igualdad a todos y garantizar su participación en los distintos contextos, sino que traslada esa misma exigencia a la construcción del conocimiento sobre todo ello. Una escuela inclusiva en vez de haber alcanzado un estado perfecto está en constante movimiento, por lo que requiere una vigilancia y transformación permanente
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