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Andthen?How Class 3
Should we include? From where?
start answering us...
The purpose of identifying barriers to learning and participation is not
it is about pointing out what is wrong in the school center, inclusion is a
endless process, which involves a progressive discovery and the elimination
nation of the limitations to participate and learn. Some steps
positives in this sense are related to discovering the barriers and
design plans to eliminate them through a spirit of collaboration
open.

Booth and Ainscow, 2015

Starting point: The recognition of diversity in the classroom

Diversity in school often manifests in a certain way.

unequivocal mind or at least requires some reflection in order to respond to the
question about what it means to attend to diversity.

Taking contributions from CárdenasAguilar (2014)1the author mentions four modes-

those of attention to diversity: selective model, compensatory model
comprehensive and inclusive model.

It can be said that of these cited models, the first two could be of
some way denying diversity or seeing it from its extremes about
the good and the bad that more than diversify, labels. That's why we are going to take for
analyze the last two models where we can consider the implications
to attend to diversity.

Regarding the comprehensive model of diversity, we could say that it was the one that
gives historical origin to the so-called integrative school, while the model
inclusive was the one who opened the door to thinking about a school for everyone and
all.

We have already mentioned in previous classes about the difference between the
integration and inclusion as well as international historical frameworks
the national laws define what we now call inclusive education.

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In some way, the term inclusive education has its starting point in
The discourse of integration sometimes leads to confusions.
terminological ones that we have also analyzed.

We could say that with the contribution made by Booth and Ainscow in the Index of
inclusion developed in the year 2000 defines a starting point on education
inclusive education, surpassing the model of special educational needs
to focus from a social model centered on identifying barriers
for learning and participation

Inclusion is conceived as a set of processes aimed at

eliminate or minimize the barriers that limit learning and participation
participation of all students. The barriers, just like the resources
to reduce them, they can be found in all elements and structures
system turns: within schools, in the community, and in the
local and national policies. Inclusion is linked to any type
of discrimination and exclusion, in the sense that many study-
they do not have equal educational opportunities, nor do they receive a
education suitable to their needs and personal characteristics,
such as students with disabilities, children belonging to pue-
original groups, pregnant teenagers, among others

(Booth and Ainscow, 2002).

We could initially say that attending to diversity is providing opportunities.

based on the needs of students without any type of exclusion
respecting individual characteristics, but being more precise and profound
making this term, other theoretical contributions such as in the case of Tomlinson (2005)
proposes -in other words- that differentiated teaching would involve moving it
What happens in the classroom so that students have a multi-
simplicity of options to capture information understand, comprehend and ex-
to seize what they learn.

In Tomlinson's proposal, the idea of differentiated teaching is not left as...

ciada is the term historically used to refer to what was called edu-
the notion of 'special children', but its approach is based on accounting for
strategies to make diversity the focus of organizational proposals
teaching.

In this sense, we are talking here about the diversity related to a heterogeneous classroom.
Where will it be the teacher who must make the adjustments, review their methodology
didactics and its teaching proposals so that this diversification can
put into action in the classroom (Tomlinson, 2001. p. 11)

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THE ROLE OF THE TEACHER IN A DIFFERENTIATED CLASSROOM

Teachers who feel comfortable with differentiated classrooms pro-

They will likely say that their role differs significantly from that of a
more traditional teacher. By differentiating teaching, they no longer see themselves
same as guardians and transmitters of knowledge, but as
organizers of learning opportunities. While the knowledge-
the contents continues to be important, these teachers are
focus less on knowing all the answers and more on 'reading their
students." This way, they can create ways of learning that simultaneously capture
the attention of students and promote their understanding. Organize
the classes focusing on effective activity and research happens in-
then it will be the priority task. The teachers who differentiate the teaching-
They focus on their role as guides or tutors, granting students
all the responsibility they can handle and they are taught how to use
improve it better. These teachers increase their ability to (1) diag-
assess the student's aptitude through a variety of means,
read and interpret the clues that the student provides regarding their
interests and preferences in learning, (3) create a diver-
ways for students to explore and
"internalize" ideas, and (4) present different channels through which
which students express and expand their knowledge.
all the information" is less of a priority than finding meaning in
the important ideas. Most of us were not prepared for
to contemplate teaching under this perspective, but we are also
in the process of learning. Maybe we can't transform it in an instant
image we have of ourselves, but change in the trans-
course of our career.2

These aspects will be explored in the next module, when we address

the subject of Universal Design for Learning, where the goal is to offer
teaching situations in which it is not the students who should
to adjust to the classroom context but it is the proposal that carries -or should carry-
diversity.

Following Tomlinson, we can succinctly say that the characteristics

of a heterogeneous classroom compared to the so-called traditional classroom are:

A classroom where particular and unique options are explored for

each one transforming the idea that the teacher is the only one who
it will be the students who learn from
the exchange, the dialogue, the collaboration, etc.

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A classroom where the recognition of the student’s own learning modalities

Design not only provides the identification of particularities and styles
not the way of learning but will allow to determine what are the
barriers to learning.

A classroom that will signify the recognition that each student co-
the topic or content being taught will be understood differently.

Then, the fact of proposing different teaching situations will make it possible
that each one manages to learn, reflect, ask, transfer knowledge to
reality and debate according to their own learning styles

And here is the relevant teaching task at the time of evaluating and observing what they are
those specific learning styles so that, consequently, the
proposals, the resources, the materials and the activities for the students

Aspects that will also involve identifying a diversity of strategies,

resources: written materials, computer programs for writing and for
read, the use of other devices such as cell phones or tablets, signs maps concep-
actual cards, communicators, etc.

SUGGESTED ACTIVITY

To broaden and deepen the reading, we suggest that you download it in the
next link the chapter 3 of the book by Tomlinson, C. (2005) Strategies for
working with diversity in the classroom. Paidós. Buenos Aires

Unable to process the provided URL.

[Link]

Some questions to consider when reading the

translatedText

What does the author want to express by saying 'The relationship established between
the best practice of teaching and differentiation helps to prepare
the ground to understand the role of the teacher in a differentiated classroom.

Write some ideas and reflections regarding the three metaphors that
Tomlinson proposes regarding the differentiated classroom: The teacher as a guide
orchestra conductor, as a trainer and as a jazz musician.

De la Herrán Gascón (2018) raises some questions regarding the attention

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action towards diversity and inclusive education, which propose a reflective exercise
more than interesting... let's see!

About attention to diversity and inclusive education:

a. What if attention to diversity were supported by an approach

partial, significant, but reductionist, insufficient and biased of being
human? And if diversity were recognized for what it is: a
human facet alongside others at the same level of complexity?

b. Wouldn't it also be possible, for example, to have an 'attention to the iden-

Could this not make possible a syn-
overcoming dialectical thesis -the "attention to uniqueness"-, pedagogical-
more proper, complex, aware, and complete than attention to the
diversity? (Herrán Gascón, 2016b).

c. What if in many cases inclusive education were a scam,

because it designates what is not being done, not even having in
the factor of inclusive education is a matter of degree, and not
yes or no? (Herrán Gascón, 2016d).

d. What if the semantic unit 'inclusive education' were redundant,

for the sake of education? Wouldn't it be a good indicator of relative
maturity or normalization of inclusion stopping the grading of education
as 'inclusive' as it happened in other times, for example, with
qualifiers such as 'active'? (Herrán Gascón, 2015).

e. And what if among many supporters of extreme inclusive education

(for all students, without exception, and not as a right, but as
imperative), just as things are, there lies a rigidity, a
imbalance or a nearly ideological fanaticism, one of whose pillars was-
their complete experimental ignorance of what practice is
of inclusive education, and another whose pillars were the lack of
empathy with personal universes that they completely ignore?3

Without a doubt, much to continue thinking and asking ourselves. A proposal that...
It is up to each one of you, as an instance of reflection and learning.
teacher. Let's continue...

After carrying out the previous activity, let's continue by proposing some.
possible strategies to develop in a classroom that addresses diversity:

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LEARNING STATIONS

The so-called stations refer to determining different points or

stations as the name suggests and in the context of the classroom so that each one/
for the students to work simultaneously but on different tasks.

This can be carried out with students of different ages as well as

from any subject. The purpose is that everyone can work based on
the same content distributed across each of the stations and that allow
identify modes, styles, and levels based on their own characteristics that
embrace learning.

The implementation of these stations implies that the teacher recommends

or indicate which station or stations you suggest for each student to
that after learning to work from these, each one can choose
that station that needs or requires to improve the learning of the content
of the approached.

The work at the stations does not end here but will imply that as a conclusion
from that teaching situation, a meeting of the entire group will take place in the
each team can argue and present proposals, explain ideas of the
worked theme, etc. It is undoubtedly a teaching strategy that favors the
called metacognition that will allow reflection on learning co-
trudged.

The set of all the stations arranged in the classroom can

take the name of a learning journey or learning circuit
Here we are on a path at the end of which the student has to
having created your own knowledge through your work, station
after station. Not all materials adapt to the general level of the
class if they are not designed to encompass all levels that with-
They live in a group (...)

The challenge of
[Link]

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COLLABORATIVE LEARNING

Another one of the strategies, already known, is collaborative learning that

allows for a true inclusive education in which one could stand out
what:

Collaborative learning allows for inclusion and personalization.

teaching through a cooperative learning organization.
It means that the passage comes from a strategy based on learning.
individual design to an organization focused on cooperation.

This collaborative learning intentionally and precisely causes the

central activity of collaboration. Communication and interaction
among the subjects it will also promote a way of scaffolding between the and
the students.

It also allows for the activation of gradual intellectual operations and re-
flexible approaches that challenge teaching and learning, enhancing the
group creativity.

Collaborative Learning is based on working in small groups.

heterogeneous for the development of tasks or projects. The students are responsible-
blue of his own learning and of the collaboration in that of others, diluting the
individual contributions to group achievement. It facilitates the integration of diversity
in task-oriented workgroups in a climate of collaboration and success
collective.

So, from asking questions that encourage participation to favor-

Let everyone speak in the way they can - for example - even to favor
the establishment of conclusions and agreements through decision-making
Group networks constitute didactic advantages of this strategy.

Learn to respect the timing of colleagues, not to interrupt, to raise the

own ideas without criticizing the ideas of others, encourages different positions
actions allow for divergence and the production of greater perspectives of the cone-
growth.

From this, associate ideas and expressions to construct others and new ones.
ideas to ask, raise doubts and questions, will also allow learning
cooperative and collaborative design as the axis of the heterogeneity of the classroom and
central property of practices.

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Let's see in the next video a school experience that allows for complementing.
such characteristics of collaborative learning.

No text to translate from the provided link.

You can download the pdf "Collaborative Learning: Teaching Techniques" for
deepen the methodology of collaborative learning, in:

[Link]

Among some proposals, we could mention activities such as taking of

notes, summaries, work sheets, written or elaborated essays
in different formats and devices, the presentation of personal ideas, the construction-
creation of concepts, glossaries, etc.

And to conclude these guidelines on cooperative learning, it can be

to mention the strategy called;

PEER TUTORING.

This strategy allows students to learn in a way

spontaneous among them asking questions, raising doubts, problematizing or
consulting various sources, helping each other.

This teaching intervention is important to generate help among the

and the students, especially for whom they require certain supports

Jiménez and Vila (1999) consider it essential to embrace and value diversity.
as part of the educational reality for four reasons:

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Diversity is an unquestionable social reality. Society in

what we live is progressively more plural as it is
formed by people and groups of great social and ideological diversity,
, cultural, etc. If the social context is multicultural, education does not
it can develop outside the conditions of its contextual
socio-cultural and should promote attitudes of mutual respect. If it aspires to
we are going to live, grow, and learn in a democratic society (participate-
(education must embrace a process of) action, pluralism, freedom, justice.
change and improvement in this sense. Diversity understood as
value becomes a challenge for teaching-learning processes
tools that expand and diversify their educational possibilities
methodological.

Let's talk about barriers

To introduce the topic, we suggest watching the following short film and video first.
explanatory:

Invalid input: URL provided does not contain translatable text.

And yes! After watching the video, it's necessary that we talk about Barriers!

Recently, we mentioned certain dilemmas that diversity presents in

the classroom and the challenge for teaching to consider the different modalities
to learn.

The presence of students with disabilities gives us the opportunity to

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The urge to learn and as we mentioned in previous classes, to create culture,

inclusive practices and policies.

Recognizing the difference is not simply focusing on a personal problem.

not a student's default but should be viewed from a
interaction between personal or individual contexts, school conditions-
the ways of teaching, the methods of evaluating, the institutional cultures,
among others, like the setting in which our teaching practice is inscribed

So talking about Barriers becomes a nuclear and very important concept.

To start the topic, we could talk about barriers to access or presence,

of barriers to learning and barriers to participation. Aspects that
they were made explicit in the previous video.

Barriers that are the result of processes, decisions or practices that act and
interact negatively with the learning possibilities of the
students with and without disabilities.

The concept of Barriers to learning and participation was developed by

Booth and Ainscow in the year 2002 and is central in relation to the modes and
ways in which both the teaching staff and the different members of the
educational community makes decisions and focuses its pedagogical work with the
and students with disabilities

These ideas are linked to a perspective of social context regarding the difficulties
learning strategies for situations of disability

They allow us to take a look at the fact that these difficulties or limitations
result from the interaction of the students and their contexts, circumstances
social and economic (etc.) factors that affect the development of their inclusion, and for
and in the responses provided by the school from its institutional culture and its
teaching proposals.

As Echeita (2002) points out, understanding the dependence of any student in

situation of disadvantage of social factors that inevitably influence on
their life and with those they interact with from their personal conditions, allows us
to appreciate that when their social environment respects and accepts difference as part
of its reality, becomes accessible in every sense and mobilizes to provide
the different supports that each one needs; the disability fades and only
we encounter people who can lead a self-determined life
nothing and of quality.

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On the contrary, when environments are riddled with social barriers

the cultural, attitudinal, material, and economic factors that hinder access to the
education and its permanence, the situation of disability reappears.

Therefore, the concept of disability or specific learning difficulties

designs cannot be understood without considering the mediating effect between the context
and the student

We can say that the barriers exist in three dimensions:

-In the realm of school culture,

-In the processes of didactic organization and planning
-In the specific area of classroom practices, of methodologies
of teaching and assessment as well as of the resources and materials
available rails.

Also, of course, there are barriers that arise outside the institution.
school-related and dependent on political levels and educational systems
captives, of the budgets, resources for teacher training etc. Issues
that we cannot fail to mention.

But it is also necessary to mention that the barriers are not only
those that limit the learning and participation of students
those that affect the teaching staff and the people who make up the community
educational and that are part of the institution.

In that sense, if as teachers we do not feel accommodated, valued

and respected from an institution that promotes work in
equipment and conditions that favor learning and participation
students will also be a barrier; because ultimately
so that practices and changes impact processes of
The learning of students requires teachers who can
to challenge and challenge themselves in their own ways of teaching.

According to Montigny (2010), accessibility is a principle to 'promote

the integration of people with disabilities in all aspects
of society" (p. 74). Accessibility not only refers to the nece-
physical cities and the conditions of movement, but it points
to access social services, to develop understanding of
diversity and respect for difference. Indeed, the Convention
about the Rights of Persons with Disabilities states that: A

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in order for people with disabilities to live independently

pending and fully participate in all aspects of life, the
States Parties shall adopt measures to ensure access
I am of the people with disabilities, on equal terms with
the others, the physical environment, transportation, information and the comu-
communications. (UN, 2006, p. 12)4

About the teaching knowledge for inclusive education

There is no doubt that educating is not an easy task and that it requires - in addition to the
training - to think, analyze, and transform all that we know into action. For
For any teacher, the greatest challenge and obstacles of teaching are centralized.
in its capacity to promote values and knowledge that become
meaningful learning for their students

If we talk about specific knowledge or skills for inclusive education,

we could highlight:

The ability to define and formulate objectives and related purposes

to the significance of learning

Skills and knowledge regarding the conceptual plot of the stories

nests to teach according to their field of performance

The knowledge and the permanent quest for new strategies

teaching focused on diversity and the heterogeneous nature of the classroom

The use of materials and teaching resources that respond to the diverse
the modalities of learning, a question that must involve the inquiry
tion and search for information on various tools, devices-
you and ways to promote accessibility to knowledge.

Finally, develop skills and abilities to propose activities.

for all students within the framework of variability
your learnings

It is also clear that openness to teamwork and personal reflection

About the practices are almost the foundation of these teaching skills.

Of course, there are no recipes for practice, as each situation

Institutional as well as classroom contexts require consideration of a specific context.
cool.

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In this regard and simply making some recommendations or guidance

we can mention

the importance of dedicating individual times to each student not only

not only regarding learning, but also personal situations that
they can influence the process. listening offers students
the trust and the perception of the teacher's desire regarding their
well-being and therefore of their educational process.

Show interest in their initiatives, proposals, doubts, questions.

Be consistent in the ways of communicating messages, whether verbal

yes, with the use of gaze or voice, gesturality, among other aspects
communication terms.

Avoid situations that destabilize the classroom or group environment.

in the face of events that occur, we can take that moment to
think to respond, without accentuating conflicts.

Be clear in the setting of deadlines and deliverables for activities or tasks.

not from the demand but rather from the attitude of commitment and
responsibility of the students.

To seek that our desire for them to learn becomes possible

it is demonstrated in our words, actions, glances; since the
the teacher's desire is essential in the emotional and affective part of
act of learning.

Allowing the 'error' to also become a reason and incentive for

the construction of learning.

If there were no mistakes to overcome, there would be no possibilities of

to learn
(Nunziati, 1990, cited in Sanmartí, 2000)

DEPTH AND REFLECTION ACTIVITY

In his essay on disobedience, E. Fromm (1987) wrote:

It can be said without exaggeration that it has never been so widespread throughout the
world as it is today the knowledge of great ideas

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produced by the human species, and that those ideas were never
less effective than today" (p. 45). One of those big ideas is the
universality. Today, when normality is a planetary imbalance
growing (as F. Mayor Zaragoza has reiterated so many times) caused
due to a recalcitrant inner myopia, it has not yet been repaired in the
urgency of universality as a reference for the construction so-
social, beyond the ego. Indeed, education has not yet investigated
in universality as an exceptional educational and didactic field,
legitimized by the imperative to aspire to the fullest possible development
of the human being, beyond the narrow-mindedness 5

With this paragraph, de la Herrán begins his text "Education for Universality".
dad. Beyond the intercultural.

And in it, he outlines five ideas about 'Universality' that are

relevant when thinking about diversity and inclusion. Let's see their
positioning regarding this:

FIVE PERSPECTIVES OF UNIVERSALITY.

The concept of universality has extraordinary richness, which

I contemplate from various perspectives:

a) Perspective of the original state: This meaning refers to a

a priori state of universality, if one wishes, Rousseauian, defined
due to the unique phenomenon of evolution, unrelated to any representation
mental, egotistical or not. With him is linked the most important learning for
the human being, accessible through discovery, and closely linked to
self-knowledge, and that could be called the discovery of the uni-
versatility in itself. I believe that primitive or remote cultures, and even more so
Easterners have a lot to teach in this sense of perception
this primordial experience. This is what this fragment of the Zhuangzi refers to.
(1996), Taoist canon written during the Zhang Guo period (4th and 5th centuries)
III): The men of antiquity, amid a vague confusion,
they all lived in complete indifference. At that time, the Yin and
the Yang were harmoniously balanced, and the spirits did not get angry
ban to men, and the four seasons followed each other regularly,
and all beings suffered no harm. Death was not known
premature among the crowd of beings, and although men this-
gifted with intelligence, they had neither where nor how to make use of
She. This state they call perfect unity. At that time no one
he acted, and everything unfolded according to its natural course (p. 164).

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b) Perspective of non-partiality: Universality transcends the

world of small ambitions: the desire for preeminence
egocentric, partiality, duality, limited identification, the
collective narcissism (Horkheimer, Lasch), the difficulty of conver-
agency, the absence of doubt, etc. Ultimately, it does not remain in what
humans' misery, does not hold on to it. To access that
higher-order sense, it is necessary not to identify oneself only or fundamentally
so much with identifications dependent on systems incapable of
putting your own interest in function of human evolution, great
truly global intentional variable. Universality is opposed to
only-limitation, shared egocentrism, dogmatic ism. Nothing else sticks-
To life, what it aims for, nothing more legitimate than its pursuit.
Hence J.L. García Garrido (1986) notes, for example: "the
need to overcome the current barriers that nationalisms
"impose on educational systems" (p. 218). The main reason that
to penetrate into its knowledge lies in the very nature of
education, whose work is definitively 'universal' ([Link],
1920, p. 72). We deduce from this that an educational problem underlies
the mental state of the human being lies in having understood the position and
significance of thought in Nature, regarding which the
experiences "-ists" (nationalists, racists, sexists, partisans, etc.)
in addition to obeying the same 'egotic syndrome'1, individual or
shared, they can be understood as mental representations
dried of universal experience. P. Teilhard de Chardin (1967b),
In Human Energy, it expressed that the fundamental problem of
who has understood the position and significance of thought in the
Nature:

it has become to ensure, rationally, the progress of the Mun-

of which we are a part. Not only as in the past, to
our little individual, our small family, our pe-
small country - not only, neither, for the whole earth -, but how
we must, men of today, for the salvation and success of
same Universe, organize as best as possible, around us
troops, maintenance, distribution, and progress of Energy
Human? The whole issue is there (p. 135).

c) Convergence perspective: Universality could

to be conceived as the culmination towards and of human convergence.
Beyond the Teilhardian "All that rises, converges," it proposes-
more than that, similarly, "Everything that deepens, converges, and that
"Everything that does not converge is that it has not yet been elevated." And it is that
to human life and to school mentalities, teaching, investigate-

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doors... we have an excess of fragmentation and we suffer from a lack of cooperation

generous. I specify the generous to distinguish them from the
semifusions that, as C.G. Jung expressed (1983), "accumulate
immature semi-men (p. 190).

d) Perspective of motivation: Universality could be understood

as the highest human motivation (Pascal, Rogers, Maslow,
Dürckheim, Maharsi, García-Bermejo, etc.). Any partiality can be
to pretend it. From this point of view, what is definitive is not the cir-
starting circumstance (functional, social, cultural...), but the meaning of
that the systemic motives become polarized. The important thing is not to confuse
the moon and the finger that points to the moon. Human beings usually
focus on the fingers and their diverse characteristics. For this reason, it
trips sometimes.

e) Perspective of unity. We can understand by universality and

unit two facets of the same phenomenon: universality, as a sign-
feeling, attitude, knowledge, state of consciousness or inner world
not fragmented of the subject. And the unity, as the culmination corresponds-
according to that global perception. Indeed: "Unity, in life
human, does not constitute a means to achieve certain ends. It is the
the means by which man reaches fulfillment. Unity is a goal
(A. López Quintás, 1991, p. 65). Furthermore, the awareness of unity brings
positive, experimentally measurable organic repercussions: "The
mobile of the unit and other subtle psychological measures of motivation
such as affiliate trust, have been linked to favorable changes
tables in the immune system, in other studies we conducted with
the doctor David Mc Clelland at Harvard University" (D.
Goleman, 1997, p. 156)6

Some questions regarding the text read:

What relevant ideas are highlighted in the words of 'de la Herrán'?

[Link]?
inclusive?

[Link]?
teacher?

You can access the full text at

Unable to access the content from the provided link.

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Surely a lot to keep thinking about our task and our

teaching practices

And to conclude this class, we leave open other questions in the next quote.
about knowing or not knowing, in order to continue deepening and learning in the
next.

See you in the next class!

The path of training, of education must include and recog-

note, first, and submit to the hypothesis of its relevance, afterwards,
all the instruments that are usually used, no matter how extensive-
saying that they are either constant or unquestionable that they seem. One
of them is knowledge and the knowledges, on which our is articulated
education, including what it refers to being. The knowledge that
Regarding knowledge, it is biased, it is partial and hinders education.
full. Against these reasons or weighing them down are the conceptions-
it's normal that the knowledge acquired in professional fields,
investigative and from international organizations and educational laws and
curriculum for all levels. Selection is being made everywhere and
promotes an education based on knowledge, which is developed in the
fictitious and self-induced context of a false society of knowledge
Its formative mouth does not perceive, nor therefore conceive a
education beyond that knowledge. It seems to ignore the conditioning
and the limitation meta programmed by an education based only on
knowledge. From this observation, foundations oriented are deduced
to the knowledge and explanation of our insufficient or essential-
"erroneous education and Pedagogy based only on knowledge."7

Notes

1 Cárdenas Aguilar, T. (2014) CONCEPTUAL FRAMEWORK AND EXPERIENCES OF EDUCATION-

SPECIAL ACTION IN MEXICO. Resource Center for Educational Integration North of
The Secretary of Education of the State of Durango, Mexico.

2
Tomlinson, C.(2005) Strategies for working with diversity in the classroom. Paidós. Bue-
Buenos Aires

3 Herrán Gascón, A. de la.(2018) Foundations for a Pedagogy of Knowledge and Non-Knowledge

know. São Paulo: Hypothesis Editions

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4
Corrales Huenul, Angélica and Soto Hernández, Valentina and Villafañe Hormazábal, Gabriela
Barriers to Learning for Students with Disabilities in
A CHILEAN UNIVERSITY. STUDENT DEMANDS - INSTITUTIONAL CHALLENGES
[Link] Journal "Current Investigations in Education", 16(3), 1-29..
Available at: [Link]

5
Herrán Gascón, A. de la (2002). Education for Universality: Beyond
Intercultural. Creativity and Society Journal (2), 25-32.

6
See above.

7
Herrán Gascón, A. de la. (2018) Fundamentals for a Pedagogy of Knowledge and Ignorance
know. São Paulo: Hypothesis Editions

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Practicaleducationalexperiencesinheterogeneousclassrooms

Activity 3
What is the correct answer?

Booth and Ainscow regarding inclusion and barriers argue that:

a. "Inclusion is conceived as a design of processes oriented towards

detect the barriers that limit learning and participation of
all students. The barriers, just like the resources to reduce-
circles cannot be found in all elements and structures
of the system, but within schools, in the community, and in the
local and provincial policies. Inclusion is linked to tension
discrimination - exclusion, in the sense that many students
they do not have equal educational opportunities (...)

Inclusion is conceived as a set of processes aimed at

eliminate or minimize the barriers that limit learning and the par-
participation of all students. The barriers, just like the recur-
sos to reduce them, they can be found in all elements and
structures of the system: within schools, in the community, and
in local and national policies. Inclusion is linked to which-
what type of discrimination and exclusion, in the sense that many
students do not have equal educational opportunities (...)

c. "Inclusion is conceived as a set of processes aimed at

eliminate or maximize the barriers that foster learning and
participation of all students. The barriers, just like the resources
They're used to reduce them, they can be found in all elements and
system structures: outside the schools, in the community, and in
local and national policies. Inclusion is linked to any
type of discrimination and integration, in the sense that many
Students have equal educational opportunities (...)

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