Education for All: From Social Integration to Inclusive Education

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 Objectives of the inclusive school


•    Promote the development of a series of skills and the appropriation of certain cultural content necessary for students to participate and integrate into their sociocultural environment.
•    Encourage equality of opportunities, provide personalized education, encouraging participation, solidarity and cooperation among students, improving the quality of education and the effectiveness of the education system.
•    Promote democracy and justice, favouring the fact "that all the children of a given community learn together, regardless of their personal, social or cultural conditions, even those with disabilities" (UNICEF, UNESCO)
•    Seek the coordination of the different agents and training environments (the family, the neighbourhood, the media, etc.), moving towards the formation of an educating community.
•    Promote the dynamism and interaction between institutions so that inclusion is a reality in the world of work and in society.
•    Raise awareness, both for Public Administration and Private Entities, of the need to make educational structures more flexible.
•    Promote the idea of the school as an educational community linked to the sense of belonging and shared responsibility.
•    Develop intervention strategies and support measures necessary to detect and meet the needs and personal characteristics of students.


Implications of the inclusive school


The implementation of the inclusive school has more or less immediate effects in the sociocultural context and generates a series of changes, among which we highlight the following:
•    A community in which to develop fully within a just, supportive and welcoming environment, and in which the collaboration of parents is fundamental.
•    A system that supports, attends and satisfies the needs of all and not just a few. No one is out of school.
•    A tolerant educational model in which the characteristics and circumstances of each are accepted and strengthened.
•    The possibility of discovering and developing their abilities, adapting their intellectual formation to their own intellectual, socio-cultural, economic, health, etc. conditions. The possibility of enriching oneself in relationship and thanks to others, while at the same time enriching the one with whom one relates by participating together in a shared project. We all learn from others and we know ourselves in interpersonal contact.
•    All the efforts and resources of the staff are dedicated to assessing the needs of students and teachers to adapt the teaching and provide the necessary support to all students.
•    A framework in which to develop group activities taking care of and promoting the adaptation to the different learning rhythms and their capacities of each and every one of the members of the team.
•    Knowledge of the other and respect for its uniqueness. This openness and respect is in their own benefit because it promotes self-esteem.
•    A varied team of professionals in which teachers and specialists from other disciplines work in unison, offer the students the specific support they need in the particular approach and treatment they need.


In the inclusive school, there is a set of socio-educational measures, aimed at the active and full inclusion of people in the environment.

Principles of Integration

Principles of the Inclusive School

Change of the physical location of students 
with special needs

Social and academic inclusion of students 
enrolled in ordinary schools

Duplication of systems: 
ordinary education and special education

A single educational system that responds 
to all students

Deficit model 
(origin and intervention focused on the student)

Curriculum model 
(origin-intervention in interaction centred in the school)

It answers only students with problems

Serves all students: 
learning difficulties, diversity



Characteristics of the inclusive school


The philosophy and the guiding principle in the inclusive school is “WE” understanding the community for us. Great importance is given to the participation of parents and the community in the activities of the school.
•    Flexible school in its curriculum, evaluation, promotion and organization.
•    Attention to the diversity of interests, abilities, rhythms and learning needs of the student.
•    Methodologically focused on the characteristics of the student, not the content, facilitating the diversification of teaching and personalization of common learning experiences.
Promulgates the values of:
- Humanization: Encourage the maximum development of the capabilities of each individual.
- Standardization criterion: All students are offered a single model and context. Considered "normal" or ordinary by the majority.
- Democracy: Defends equal opportunities for all, whatever their social, economic, cultural or sexual status.
- Justice: Everyone is given what they need.