The initial process of the communal task in promoting inclusive education founded on inclusive values is based on the principles established by UNESCO (2017), which state that guaranteeing an inclusive, equitable, and quality education is often a collective undertaking where participants must make a joint effort to fulfil their responsibilities. In line with this premise, building and developing an inclusive education requires the convergence of three essential elements UNESCO (2017):

Firstly, it involves all students participating in communal spaces (Calderón & Echeita, 2022) and the agreement of all of the educational agents involved, as the resolve to advance towards an inclusive school should not fall solely, or principally, on students with special educational needs and their family members; instead it must be demanded by all of the educational community, build on voluntary participation by all agents (Sosa & Villafuerte, 2022).

Secondly, it requires a commitment to share in the struggle against cultural, social, and educational barriers (Crisol, 2019), not only from the sphere of school but also from the social sphere, for example the family, the neighbourhood, and the municipality, with the aim of reducing inequalities.

Thirdly, it requires the promotion and fostering of values in the community that make it possible to achieve a more inclusive society for all, where each individual has a full presence, feels respected, and perceives that his or her contribution is valued and promoted (Olsson & Nilholm, 2022).

Inclusive education must be a basic part of the path towards an inclusive society. The inclusive school must lead change from its field of action to make progress in constructing inclusive communities through deep reflection on the human values that underpin its educational project and the pedagogical responses that it implements to cater for all students (Echeita, 2022).

The connection between inclusive education and social inclusion is very important to guarantee the quality of the education provided and to shape effective social policies and structures for transition. This relationship leads to a change in the distribution of resources and processes, enabling full participation in society by all individuals (Sandoval, 2017).

To approach a truly inclusive society, it is necessary to consider the diverse and disparate social values associated with inclusion (Booth & Ainscow, 2015). In this context, values are the foundation of all actions, educational practices, and policies. Adopting an appropriate posture in the educational field requires understanding that values emerge from our own actions; therefore, inclusion addresses us directly, requiring us to make explicit the ethical principles underlying inclusion (Booth, 2006). The values of equity, social cohesion, and respect are the pillars on which any effort to construct an inclusive society and design an inclusive education that responds to the needs and potential of all of its members must be built:

Equity, defined as a principle that goes beyond equality, is based on recognising and respecting individual differences. This concept seeks to guarantee equality of opportunities and access for all students, regardless of their particular characteristics (Maringe & Chiramba, 2022). Equity, then, is concerned with a just education, so that the education of all students is equally important (UNESCO, 2017).

Treating everyone equally or wanting the same for all people results in the most vulnerable being abandoned, separated, or marginalised. Equity adds consideration of the specific situation of each individual and his or her needs to guarantee equality of conditions, which must be supported by greater resources for the most vulnerable (Silva, 2020).

Social cohesion is based on the acceptance and recognition of the differences between the members of a group. This value is supported by consensus and belonging to a common project, founded on establishing solid relations and on effective interaction within the social group. Social cohesion is essential for strengthening community bonds and building an inclusive society, in which differences are recognised and valued as knowledge of the other, thus promoting coexistence among its members.

Finally, respect is presented as an essential value for coexistence in an inclusive society. This principle requires accepting people as they are without attempting to change them, and it alludes to the capacity to value and honour the individual characteristics of others. Respecting others means understanding and accepting individual differences, while recognising that, as members of the same society, all people are equal in rights and actions.

The concept of inclusive education is not equivalent to simply enrolling all of the school-age population in mainstream schools. True inclusion involves all students participating in all educational areas and contexts so that the education can be regarded as truly inclusive (De la Cruz, 2020). In no case do education systems have a right to a particular kind of student; instead all students have a right to inclusive education (Naciones Unidas, 2006). Inclusive education encompasses all students without exception, guaranteeing equitable access and meaningful participation by each individual in the educational process (Calderón & Habegger-Lardoeyt, 2017; UNESCO, 2017).

Inclusive education is part of a way of thinking that regards education as a fundamental human right. It is a social choice that defends access to excellent education for all (Ainscow & Messiou, 2018). There is consensus on the benefits of inclusive education, both in the field of human rights (Naciones Unidas, 2006; Calderón & Calderón, 2016; UNESCO, 2020) and in the promotion of social inclusion. The Convention on the Rights of Persons with Disabilities establishes the two basic components of the right to an inclusive education: firstly, the right of all people to learn in ordinary school environments and, secondly, the right to have the necessary reasonable support and adjustments within these same schools (Naciones Unidas, 2006).

An appropriate formulation of inclusive education leads to the progressive establishment of educational and social networks in which the different members of the community come together. The objective of this community focus is not only to address inequalities in educational results, but also to tackle the inequalities and inequities of society (Parrilla, 2013).

Ainscow et al. (2013) argue that developing an inclusive education system requires an integral strategy that encompasses three interrelated areas, each of which addresses different fundamental spheres. These areas are:

Firstly, internal factors in the school that involve the development of inclusive practices aimed at promoting social justice through teaching and the organisation of learning. These practices relate to social forms and relations within the school setting, including interactions with families and local communities. To strengthen this internal setting, the validity of the Index for Inclusion (Booth & Ainscow, 2015), among other factors, is especially relevant. This is a tool that guides the development and implementation of three fundamental dimensions: creating inclusive cultures, developing inclusive policies, and designing inclusive practices.

Inter-school factors underline the importance of establishing collaboration and support networks among educational institutions. These networks make it possible to share knowledge and experience among teachers who work under similar conditions, and they are one of the most effective means for promoting improvements in educational centres; recognising the interdependence of problems and of the solutions to put in place (Arnaiz-Sánchez et al., 2018). According to the authors, leadership by school management teams is vital for promoting this interchange, although other measures can also be necessary to consolidate these networks.

Furthermore, factors that go beyond the school include the broader political context in which schools operate, as well as the family processes and the resources that shape how students learn and develop. This sphere includes the education professionals’ interests, their level of pedagogical comprehension and their reflections (Vera-Rivera et al., 2024), as well as factors relating to the demographics, economy, culture, and history of the communities served by the schools. It is equally important to consider underlying social and economic processes at both a national and a global level, as these shape the local circumstances in which schools operate.

Increasing social capital to benefit educating the public together involves linking it closely to family action as well as extending its fields of action to the municipality or city in general. This expansion of horizons is necessary to confront emerging new social challenges. Establishing networks of schools with the participation of families (Simón & Fernández, 2019) and other community stakeholders increases social capital, thus contributing to configuring joint spaces for inclusive and shared education.

Education is the essential bridge to making participation in employment and society and full exercise of citizenship a reality (Humby et al., 2022), especially for people with disabilities. According to the Agencia Europea para las necesidades educativas especiales y la inclusión educativa (2018), the relationship between inclusive education and social inclusion is based on three key ideas that give it meaning. Firstly, the positive impact of inclusive education on promoting social inclusion, establishing itself as a central element to achieve a more equitable and inclusive society.

Secondly, attending separate schools considerably limits opportunities for social inclusion, both in the short term, during their time in education, and in the long term, after completing education. According to Aramendi et al. (2022), attending special classes or schools is directly associated with low academic and professional qualifications, a lower likelihood of leading an independent life, and insufficient establishment of satisfactory social networks and interactions after graduation.

And thirdly, no model of inclusive education guarantees these positive impacts on students. Therefore, a truly inclusive model is required in which all students’ presence, belonging, participation, and learning are constant and tangible realities in every experience, activity, and learning situation. As the Naciones Unidas (2015) notes, this conception of inclusive education must be implemented in educational contexts that promote effective fulfilment of the principles of non-discrimination and equality of opportunities. The Convention on the Rights of Persons with Disabilities (Naciones Unidas, 2006) underlines the need to guarantee the personal, material, and formal resources necessary for inclusive education to be viable in all educational stages and in any type of school.

The reports by the Human Rights Committee (Comité de las Naciones Unidas sobre los Derechos de las Personas con Discapacidad, 2020; Comité sobre los Derechos de las Personas con Discapacidad, 2024) recognise that people with disabilities who have received an inclusive education are more likely to lead an independent life than those who have been educated in separate schools. So, the concept of disability is referred to using the social model and the medical model is abandoned (Vila-Merino et al., 2024).

Inclusive education, understood and applied from the paradigms of educational quality, must consider fundamental factors such as equality of opportunities, equity, and universal accessibility throughout the whole of a person’s life if it is to have an impact on social inclusion (Gallego & Rodríguez, 2015; Kefallinou et al., 2020). In this way, this type of education increases the chances of finding a job, it promotes personal autonomy, exercise of the right to take one’s own decisions and choose one’s own way of life, and social inclusion.

Having reached this point, two key questions should be asked. Firstly, is inclusion limited to the school stage or is it necessary to seriously consider the social inclusion of vulnerable groups, paying special attention to people with disabilities? Secondly, what happens after the end of the school stage?

We can state that there is a direct relationship between inclusive education and social inclusion, as Huete (2017) observes. The education system is much more than a tool for imparting knowledge. It is a key socialising agent that distributes cultural capital, establishes models of behaviour, personal relations, links, expectations, about one’s own life and the lives of those who surround us. It is, then, a fundamental element for facilitating social inclusion that is productive, relevant, and done in society (Ainscow et al., 2003). Furthermore, it helps develop inclusive attitudes that break from prejudices and obsolete beliefs from previous times that should already have been abandoned.

Being outside the ordinary education system entails exclusion from society, and this separation is suffered both by the person and by his or her family, creating a circle of vulnerability, that hinders social inclusion. The aim of focussing on the community is not only to address inequalities in educational outcomes but also to confront society’s inequalities and inequities, thus ensuring that academic achievements are not only dependent on the school system but on the whole of the social system, which is present all through life.

This relationship takes shape in the ideas raised by the report of the Agencia Europea para las necesidades educativas especiales y la inclusión educativa (2018), which refer both to incorporation into and participation in the community, and to achieving decent employment:

With regards to employment, it is notable that attending schools with inclusive education is one of the factors that increase the chances of people with disabilities finding work, whether in jobs with support, independent activities, or self-employment. The nature of the curriculum can limit or increase opportunities for young people with disabilities to find work and foster relations with peers. It is also noted that high-quality transition programmes offered in mainstream education, the strategy of social and workplace inclusion, and the supported employment model can increase people with disabilities’ chances of finding employment (Calvopiña-Roca & Ayala, 2024).

With regards to community life, the goal is to achieve an independent life with the necessary support, which comprises leading an autonomous life, having friendships and social networks, being economically independent, and participating in leisure activities: it is clear that education and social well-being policies are interrelated to ensure the autonomy and self-regulation of people with disabilities. Young people with disabilities who attend schools with inclusive education are more likely to achieve economic independence soon after graduating from secondary school. In contrast, attending separate schools reduces the possibilities of forming friendships and social networks in adult life. Furthermore, being educated in an inclusive school is a factor that increases opportunities to participate in leisure activities, while being educated in a separate school can impede this participation.

For inclusive education to have an impact on social inclusion, it is necessary to guarantee that students with disabilities participate under equal conditions with students who do not have disabilities in all aspects of the school, including learning, games, and school activities, and that they have access to all spheres (Ioannidi & Malafantis, 2022). Accordingly, the guarantee of quality must make it clear that both academic and social achievements should be achieved in inclusive education systems, and so to offer conducive environments and the necessary forms of support (Sandoval et al., 2019).