Experiencias de inclusión en la institución educativa distrital “Sierra Morena”

Abstract

This paper presents an approach to the experience of teachers and parents of the District School "Sierra Morena",site B, in the process of inclusion of students with special educational needs and confronts inclusion policies in force. Based on these stories Content Analysis complemented by approaches Ainscow, Dyson, Stainback&Stainback on inclusive education, to reorganize the school meets the needs of students in vulnerable for their needs was special education within a diverse school context. In the section on analysis results are described, analyzed and interpreted some of the significant experiences of the educational community, which were obtained from personal accounts and developed focus groups with voluntary participation of teachers and parents. According to the categorization exercise conducted, the section devoted to the analysis of results is developed visible the relationship between: social inclusion, multicultural community and public policy, from which it follows that is preponderant promote opportunities for reflection and debate from school contexts whose horizon is routed to the construction of relevant learning spaces, where, in addition to complying with literacy and integration into the regular classroom for children with special educational needs, provide sufficient conditions in terms of physical resources, training teaching, reinforcement for Parent and comprehensive evaluation in terms of the staging by school communities and the state of public policy that covers this population group.