Let us remember that education is a universal right. All school-age individuals, regardless of their characteristics and the difficulties they may face, have the right to education. Education as a universal right does not consider the differences that may exist between people. If this aspect is not taken into account, some individuals may be left out of the system. Therefore, school inclusion arises to guarantee the right to education for those who, for various reasons (disability, gender, vulnerability, ethnicity, among others), are marginalized or have fewer opportunities to access the educational system.
When we talk about school inclusion, we refer to a set of strategies aimed at enabling access to and retention in school or academic life for vulnerable individuals. Inclusive education aims to ensure that all children and adolescents have equitable, equal, and continuous access to learning in all contexts.
From the perspective of school inclusion, we understand that all people have the capacity to learn, with greater or lesser ease, speed, or need for support. We know that everyone is different. Learning can involve many things, such as beginning to read, being able to use public transportation, serving a cup of coffee with milk, or performing basic arithmetic. Any school must recognize that people are not all the same and, consequently, must adjust its demands according to each individual’s abilities.
Not everyone learns in the same way, so we cannot teach in the same way either. When planning activities, it is essential to include different alternatives to adapt to the needs of each student.
From neuroscience, the concept of neurodiversity teaches us that each person has a different learning profile, with particular strengths and weaknesses. This profile is related to how the brain develops and interacts with its environment. According to UNICEF, inclusive education is based on human rights and the social model of disability. This implies modifying the educational system to adapt it to the student rather than the other way around, recognizing that the problem of exclusion lies in the system, not in the person or their characteristics.
School inclusion acknowledges that learning begins at birth, continues throughout life, and occurs at home and in the community, in formal, informal, and non-formal settings. Additionally, it encompasses various community initiatives, such as community-based rehabilitation programs.
It is a dynamic process that constantly evolves according to culture and local context. Its objective is to enable communities, systems, and structures to combat discrimination, celebrate diversity, promote participation, and overcome barriers to learning.
Inclusive education recognizes and respects all differences based on age, gender, ethnicity, language, health status, economic situation, religion, disability, lifestyle, and other factors. It is part of a broader inclusive development strategy that goes beyond schools and involves all social institutions.
Inclusion is a process that seeks to ensure the presence and success of every student. To achieve this, it is necessary to eliminate various barriers, whether physical, cognitive, or social, that hinder their full educational development.
