Atención a la diversidad e inclusión educativa. Un análisis desde el sistema educativo de las Islas Canarias.
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| Title: | Atención a la diversidad e inclusión educativa. Un análisis desde el sistema educativo de las Islas Canarias. |
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| Alternate Title: | Attention to diversity and educational inclusion. A look from the Canary Islands. Atenção à diversidade e à inclusão educativa. Uma análise desde o sistema educativo das Ilhas Canárias. |
| Authors: | José Carrillo-López, Pedro1, García-Perujo, María2 |
| Source: | Revista Electrónica en Educación y Pedagogía. ene-jun2024, Vol. 8 Issue 14, p51-69. 19p. |
| Abstract (English): | The diversity within human beings is a natural, complex, and multifaceted fact, and therefore, it is an unavoidable reality in schools. It is inherent to education, present in our classrooms, and must be addressed by all teachers under the principles of inclusion and equity. Throughout this manuscript, the concepts of diversity, integration, and inclusion are framed, briefly referencing the most relevant historical dates related to these terms in the educational model applied in the Canary Islands during compulsory education, as the early stages of life represent a critical period where multiple physical, social, and psychological transformations occur that can significantly affect the comprehensive development of students. Likewise, the organizational management of the inclusive classroom and the foundations of teaching are analyzed, seeking to redefine the role of the Therapeutic Pedagogy teacher. Based on this role, some questions arise: when to provide support, how to provide it, or what kind of students to support? In conclusion, it is inferred that, regarding these issues, there is still a disparity of opinions about the necessity or not to intervene within or outside the regular classroom. There are still many research gaps regarding the intervention of the Therapeutic Pedagogy teacher within the classroom; therefore, future intervention studies should shed more light on these issues, as it is crucial to expand the discussion beyond these factors, as it limits and reduces the problem. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La diversidad en el ser humano es un hecho natural, complejo, múltiple y que, por consiguiente, es una realidad inevitable en la escuela. Es ineludible a la educación, está presente en nuestras aulas y ha de ser atendida por todo el profesorado bajo los principios de inclusión y equidad. A lo largo de este manuscrito se enmarcan los conceptos de diversidad, integración e inclusión, haciendo referencia brevemente a las fechas históricas más relevantes relacionadas con dichos términos en el modelo educativo aplicado en las Islas Canarias en la etapa de Educación Obligatoria, ya que las primeras etapas de la vida suponen un período crítico donde se producen múltiples transformaciones físicas, sociales y psicológicas que pueden afectar notablemente al desarrollo integral del alumnado. Asimismo, se analiza la gestión organizativa del aula inclusiva y las bases de la enseñanza, tratando de redefinir la figura del profesor de Pedagogía Terapéutica. Con base en esta figura surgen algunos interrogantes: ¿cuándo apoyar?, ¿cómo apoyar? o ¿a qué tipo de alumnado apoyar? En conclusión, se extrae que, sobre estas cuestiones, sigue habiendo disparidad de opiniones sobre la necesidad o no de intervenir dentro o fuera del aula ordinaria. Aún existen muchas lagunas de investigación en cuanto a la intervención del docente de Pedagogía Terapéutica dentro del aula; por ello, futuros estudios de intervención deben aportar mayor luz ante estas cuestiones porque es clave plasmar la discusión más allá de estos factores, ya que limita y reduce el problema. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | A diversidade no ser humano é um fato natural, complexo, múltiplo e, portanto, uma realidade inevitável na escola. É inelutável que a educação, está presente em nossas salas de aula e deve ministrada por todo o corpo docente sob os princípios de inclusão e equidade. Ao longo deste manuscrito são destacados os conceitos de diversidade, integração e inclusão, fazendo breves referências aos encerramentos históricos mais relevantes relacionados com esses termos no modelo educacional aplicado nas Ilhas Canárias na fase de Educação Obrigatória, pois as primeiras etapas da vida representam um período crítico onde ocorrem múltiplas transformações físicas, sociais e psicológicas que podem afetar significativamente o desenvolvimento integral dos alunos. Da mesma forma, analisa-se a gestão organizacional da sala de aula inclusiva e os fundamentos do ensino, tentando redefinir a figura do professor de Pedagogia Terapêutica. Com base nessa figura, surgem algumas questões: quando apoiar? como apoiar? ou que tipo de alunos apoiar? Em conclusão, se estabelece sobre essas questões que ainda há disparidade de opiniões sobre a necessidade ou não de intervir dentro ou fora da sala de aula regular. Ainda existem muitas lacunas de pesquisa quanto à intervenção do professor de Pedagogia Terapêutica dentro da sala de aula; portanto, futuros estudos de intervenção devem trazer mais luz a essas questões, pois é crucial expandir a discussão além desses fatores, já que isso limita e reduz o problema. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | The diversity within human beings is a natural, complex, and multifaceted fact, and therefore, it is an unavoidable reality in schools. It is inherent to education, present in our classrooms, and must be addressed by all teachers under the principles of inclusion and equity. Throughout this manuscript, the concepts of diversity, integration, and inclusion are framed, briefly referencing the most relevant historical dates related to these terms in the educational model applied in the Canary Islands during compulsory education, as the early stages of life represent a critical period where multiple physical, social, and psychological transformations occur that can significantly affect the comprehensive development of students. Likewise, the organizational management of the inclusive classroom and the foundations of teaching are analyzed, seeking to redefine the role of the Therapeutic Pedagogy teacher. Based on this role, some questions arise: when to provide support, how to provide it, or what kind of students to support? In conclusion, it is inferred that, regarding these issues, there is still a disparity of opinions about the necessity or not to intervene within or outside the regular classroom. There are still many research gaps regarding the intervention of the Therapeutic Pedagogy teacher within the classroom; therefore, future intervention studies should shed more light on these issues, as it is crucial to expand the discussion beyond these factors, as it limits and reduces the problem. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 25907476 |
| DOI: | 10.15658/rev.electron.educ.pedagog24.02081404 |
