Inclusive Education: Maps, Borders and Pathways to Success
Abstract Over the last thirty years inclusive education has become a major concern globally. However, there remains considerable confusion in the field as to what is meant by the term. This paper seeks to throw light on what is involved by tracing the history of its evolution. Starting with a brief review of the international milestones that have shaped what is now often referred to as inclusion and equity in education, the paper provides an analysis of the progress that has been made, as well as the factors that have limited developments in the field. This analysis is presented in three sections. The first of these sections maps the development of the concept in a way that explains current disputes as to its purposes and how these might be achieved. The second section explores pathways that have proved to be valuable in bringing about the transformations needed in order to achieve progress in developing more inclusive education settings. The third section provides an analysis of frontiers that are hindering the advancement of knowledge that encourages a transformation of the social imagination about schools and relationships within them. The article concludes with a roadmap for transforming schools into arenas for promoting citizen participation and democracy. It is argued that this requires a paradigm shift in the way that the idea of inclusive education is understood and addressed. This involves a move away from an individual gaze, where educational difficulties are explained in terms of the characteristics of children and their social backgrounds, towards a perspective where difficulties experienced by learners are defined in relation to the ways in which education is provided within particular contexts. In this way, the focus on inclusion provides a pathway for achieving excellence within education systems, promoting the humanization of the processes that occur therein.
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Ainscow, M. (2024). Developing Inclusive Schools: Pathways to Success. Routledge. https://doi.org/10.4324/9781003438014
Ainscow, M., Booth, T., Dyson, A., Farrell, P., Frankham, J., Gallannaugh, F., Howes, A., & Smith, R. (2006). Improving schools, developing inclusion. Routledge. https://doi.org/10.4324/9780203967157
Ainscow, M., Calderón-Almendros, I., Duk, C., & Viola, M. (2024). Using professional development to promote inclusive education in Latin America: possibilities and challenges. Professional Development in Education, 1-18. https://doi.org/10.1080/19415257.2024.2427285
Ainscow, M., & Hart, S. (1992). Moving practice forward. Support for Learning, 7(3), 115-120. https://doi.org/10.1111/j.1467-9604.1992.tb00221.x
Apple, M. W. (1999). Escuelas democráticas. Morata.
Apple, M. W. (2004). Ideology and curriculum. Routledge Falmer. https://doi.org/10.4324/9780203487563
Apple, M. W. (2005). Doing things the ‘right’ way: Legitimating educational inequalities in conservative times. Educational Review, 57, 271-293. https://doi.org/10.1080/00131910500149002
Apple, M. W. (2015). La construcción de alianzas entre nuestras diferencias. Cuadernos de Pedagogía, 461, 55-60.
Booth, T., & Ainscow, M. (2000). The Index for Inclusion. Centre for Studies on Inclusive Education. https://www.csie.org.uk/resources/inclusion-index-explained.shtml
Bruner, J. (1988). Desarrollo cognitivo y educación. Morata.
Bruner, J. (1991). Actos de significado. Más allá de la revolución cognitiva. Alianza Editorial.
Bruner, J. (1997). La educación, puerta de la cultura. Visor.
Burrell, G., & Morgan, G. (1979). Sociological Paradigms and Organisational Analysis. Heinemann.
Calderón-Almendros, I. (2014). Educación y esperanza en las fronteras de la discapacidad. Cinca. https://tinyurl.com/24xndgd5
Calderón-Almendros, I., Ainscow, M., Bersanelli, S., & Molina, P. (2020). Educational inclusion and equity in Latin America: an analysis of the challenges. Prospects: Comparative Journal of Curriculum, Learning, and Assessment, 49(3), 169-186. https://doi.org/10.1007/s11125-020-09501-1
Calderón Almendros, I., Calderón Almendros, J. M., & Rascón Gómez, M.T. (2016). De la identidad del ser a la pedagogía de la diferencia. Teoría de la Educación. Revista Interuniversitaria, 28(1), 45-60. https://doi.org/10.14201/teoredu20162814560
Calderón-Almendros, I., & Echeita, G. (2022). Inclusive Education as a human right. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.1243
Calderón-Almendros, I., Moreno-Parra, J., & Vila-Merino, E. (2024). Education, power, and segregation. The psychoeducational report as an obstacle to inclusive education. International Journal of Inclusive education, 28(11), 2424-2437. https://doi.org/10.1080/13603116.2022.2108512
Calderón-Almendros, I., & Rascón-Gómez, M. T. (2022). Hilando luchas por el derecho a la educación: Narrativas colectivas y personales para la inclusión desde el modelo social de la discapacidad. Pedagogía Social. Revista Interuniversitaria, 41, 43-54. https://doi.org/10.7179/PSRI_2022.41.03
Calderón-Almendros, I., & Ruiz-Román, C. (2015). Education as liberation from oppression: personal and social constructions of Disability. In F. Kiuppis & R. Sarromaa Hausstätter (Eds.), Inclusive education twenty years after Salamanca (pp. 251-260). Peter Lang. https://www.peterlang.com/document/1118282
Cole, M. (1996). Psicología cultural. Morata.
Cologon, K. (2019). Towards Inclusive Education: A Necessary Process of Transformation. Children and Young People with Disability Australia. https://bit.ly/3LpWPgO
Cologon, K. (2020). Is inclusive education really for everyone? Family stories of children and young people labeled with ‘severe and multiple’ or ‘profound’ ‘disabilities’. Research Papers in Education, 37(3), 395-417. https://doi.org/10.1080/02671522.2020.1849372
De Beco, G. (2018). The right to inclusive education: why is there so much opposition to its implementation? International Journal of Law in Context, 14(3), 396-415. https://doi.org/10.1017/S1744552317000532
Derrida, J. (2005). De la gramatología. Siglo XXI.
Esteve, J. M. (2010). Educar, un compromiso con la memoria. Octaedro. https://octaedro.com/libro/educar-un-compromiso-con-la-memoria/
Freire, P. (1972). Pedagogy of the oppressed. Penguin. https://tinyurl.com/28x66s57
Gardner, H. (1993). La mente no escolarizada. Paidós.
Giroux, H. A. (1988). Teachers as Intellectuals. Toward a Critical Pedagogy of Learning. Bergin & Garvey. https://archive.org/details/teachersasintell0000giro/page/n1/mode/2up
Goleman, D. (1996). Inteligencia emocional. Kairos.
Goodley, D. (2014). Dis/ability Studies: Theorizing disableism and ableism. Routledge. https://doi.org/10.4324/9780203366974
Graham, L., & Slee, R. (2008). An illusory interiority: Interrogating the discourse/s of inclusion. Educational Philosophy and Theory, 40, 277-293. https://doi.org/10.1111/j.1469-5812.2007.00331.x
Hehir, T., Grindal, T., Freeman, B., Lamoreau, R., Barquaye, Y., & Burke, S. (2016). A summary of the evidence on Inclusive Education. Alana Institute. https://eric.ed.gov/?id=ED596134
Heidegger, M. (2001). El ser y el tiempo. Fondo de Cultura Económica. https://www.fondodeculturaeconomica.com/Ficha/9786071675835/F
Jackson, R. (2008). Inclusion or Segregation for Children with an Intellectual Impairment: What Does the Research Say? Queensland Parents for People with a Disability. https://bit.ly/33efsmW
Korthagen, F. (2017). Inconvenient truths about teacher learning: towards professional development. Teachers and Teaching, 23(4), 387-405. https://doi.org/10.1080/13540602.2016.1211523
Kuhn, T. (1970). The Structure of Scientific Revolutions. University of Chicago Press.
Masschelein, J., & Simons, M. (2005). The strategy of the inclusive education apparatus. Studies in Philosophy and Education, 24, 117-138. https://doi.org/10.1007/s11217-004-6527-4
McIntyre, A. (1987). Tras la virtud. Crítica. https://www.planetadelibros.com/libro-tras-la-virtud/92302
Nakayama, T. K., & Krizek, R. L. (1995). Whiteness: A strategic rhetoric. Quarterly Journal of Speech, 81, 291-309. https://doi.org/10.1080/00335639509384117
OECD (2012). Equity and quality in education: Supporting disadvantaged students and schools. OECD Publishing. https://doi.org/10.1787/9789264130852-en
OECD (2022). Review of inclusive education in Portugal. OECD Publishing. https://doi.org/10.1787/a9c95902-en
ONU (13 de diciembre de 2006). Convención sobre los derechos de las personas con discapacidad. Organización de Naciones Unidas. https://social.desa.un.org/issues/disability/crpd/convention-on-the-rights-of-persons-with-disabilities-crpd
ONU (2013). Estudio temático sobre el derecho de las personas con discapacidad a la educación. Informe de la Oficina del Alto Comisionado de las Naciones Unidas para los Derechos Humanos. Organización de Naciones Unidas. https://undocs.org/A/HRC/25/29
ONU (2016). Observación General núm. 4 (2016) sobre el derecho a la educación inclusiva. Organización de las Naciones Unidas. https://tinyurl.com/y57x8zkf
Opertti, R., Walker, Z., & Zhang, Y. (2014). Inclusive Education: From targeting groups and schools to achieving quality education as the core of EFA. In L. Florian (Ed.), The SAGE Handbook of Special Education (pp. 149-169). SAGE. https://hdl.handle.net/10497/17344
Pérez Gómez, Á. I. (2020). Los desafíos educativos en tiempos de pandemias: ayudar a construir la compleja subjetividad compartida de los seres humanos. Praxis educativa, 24(3), 1-24. https://doi.org/10.19137/praxiseducativa-2020-240302
Pérez Gómez, A. I., & Soto Gómez, E. (2022). Lesson Study: aprender a enseñar para enseñar a aprender. Morata. https://tinyurl.com/24bgyrej
Popkewitz, T., & Lindblad, S. (2000). Educational Governance and Social Inclusion and Exclusion: Some conceptual difficulties and problematics in policy and research. Discourse: Studies in the Cultural Politics of Education, 21(1), 5-44. https://doi.org/10.1080/01596300050005484
Rosenthal, R., & Jacobson, L. (1980). Pygmalion en la escuela. Expectativas del maestro y desarrollo intelectual del alumno. Marova.
Skliar, C. (2007). ¿Y si el otro no estuviera ahí? Notas para una pedagogía (improbable) de la diferencia. Miño y Dávila. https://tinyurl.com/24myskgy
Skliar, C. (2019). Pedagogías de las diferencias: Notas, fragmentos, incertidumbres. Noveduc. https://www.noveduc.com/es/productos/pedagogias-de-las-diferencias/
Skrtic, T. M. (1991). The special education paradox: equity as the way to excellence. Harvard Educational Review, 61(2), 148-206. https://doi.org/10.17763/haer.61.2.0q702751580h0617
Slee, R. (2004). The Index for Inclusion [Special issue]. International Journal of Inclusive Education, 8(2). https://www.tandfonline.com/toc/tied20/8/2?nav=tocList
Tomlinson, S. (2012). The irresistible rise of the SEN industry. Oxford Review of Education, 38(3), 267-286. https://doi.org/10.1080/03054985.2012.692055
UNESCO (1990). Declaración Mundial sobre Educación para Todos y Marco de Acción para Satisfacer las Necesidades Básicas de Aprendizaje. Unesco. https://unesdoc.unesco.org/ark:/48223/pf0000127583_spa.locale=en
UNESCO (1994). Declaración de Salamanca y Marco de Acción sobre Necesidades Educativas Especiales. Unesco. https://unesdoc.unesco.org/ark:/48223/pf0000098427_spa.locale=en
UNESCO (2015). Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4. Unesco. https://unesdoc.unesco.org/ark:/48223/pf0000245656/Pdf/245656eng.pdf.multi
UNESCO (2017). Guía para asegurar la inclusión y la equidad en la educación. Unesco. https://unesdoc.unesco.org/ark:/48223/pf0000259592.locale=en
UNESCO (2020). Global education monitoring report 2020: inclusion and education: all means all. Unesco. https://gem-report-2020.unesco.org/
UNESCO (2022). Reimaginar juntos nuestros futuros: un nuevo contrato social para la educación. Unesco. https://unesdoc.unesco.org/ark:/48223/pf0000381560.locale=en
Vigostky, L. S. (1964). Pensamiento y lenguaje. Lautaro.
Vigostky, L. S. (1979). El desarrollo de los procesos psicológicos superiores. Crítica.
Vila Merino, E., Rascón-Gómez, M. T., & Calderón-Almendros, I. (2024). Discapacidad, estigma y sufrimiento en las escuelas. Narrativas emergentes por el derecho a la educación inclusiva. Educación XX1, 27(1), 353-371. https://doi.org/10.5944/educxx1.36753
Waitoller, F. R. (2020). Excluded by choice. Urban students with disabilities in the marketplace. Teachers College Press. https://www.tcpress.com/excluded-by-choice-9780807764008
Warnock, H. M. (1978). Special Educational Needs. Report of the Committee of Enquiry into the Education of the Handicapped Children and Young People. Her Majesty's Stationery Office (HMSO). https://unesdoc.unesco.org/ark:/48223/pf0000065656.locale=en
Wenger, E. (1998). Communities of Practice: Learning, meaning and identity. Cambridge University Press. https://doi.org/10.1017/CBO9780511803932
Zeichner, K., & Gore, J. (1990). Teacher socialization. In W. Houston (Ed.), Handbook of research on teacher education (pp. 329-348). Macmillan. https://eric.ed.gov/?id=ED318735
Ainscow, M., Booth, T., Dyson, A., Farrell, P., Frankham, J., Gallannaugh, F., Howes, A., & Smith, R. (2006). Improving schools, developing inclusion. Routledge. https://doi.org/10.4324/9780203967157
Ainscow, M., Calderón-Almendros, I., Duk, C., & Viola, M. (2024). Using professional development to promote inclusive education in Latin America: possibilities and challenges. Professional Development in Education, 1-18. https://doi.org/10.1080/19415257.2024.2427285
Ainscow, M., & Hart, S. (1992). Moving practice forward. Support for Learning, 7(3), 115-120. https://doi.org/10.1111/j.1467-9604.1992.tb00221.x
Apple, M. W. (1999). Escuelas democráticas. Morata.
Apple, M. W. (2004). Ideology and curriculum. Routledge Falmer. https://doi.org/10.4324/9780203487563
Apple, M. W. (2005). Doing things the ‘right’ way: Legitimating educational inequalities in conservative times. Educational Review, 57, 271-293. https://doi.org/10.1080/00131910500149002
Apple, M. W. (2015). La construcción de alianzas entre nuestras diferencias. Cuadernos de Pedagogía, 461, 55-60.
Booth, T., & Ainscow, M. (2000). The Index for Inclusion. Centre for Studies on Inclusive Education. https://www.csie.org.uk/resources/inclusion-index-explained.shtml
Bruner, J. (1988). Desarrollo cognitivo y educación. Morata.
Bruner, J. (1991). Actos de significado. Más allá de la revolución cognitiva. Alianza Editorial.
Bruner, J. (1997). La educación, puerta de la cultura. Visor.
Burrell, G., & Morgan, G. (1979). Sociological Paradigms and Organisational Analysis. Heinemann.
Calderón-Almendros, I. (2014). Educación y esperanza en las fronteras de la discapacidad. Cinca. https://tinyurl.com/24xndgd5
Calderón-Almendros, I., Ainscow, M., Bersanelli, S., & Molina, P. (2020). Educational inclusion and equity in Latin America: an analysis of the challenges. Prospects: Comparative Journal of Curriculum, Learning, and Assessment, 49(3), 169-186. https://doi.org/10.1007/s11125-020-09501-1
Calderón Almendros, I., Calderón Almendros, J. M., & Rascón Gómez, M.T. (2016). De la identidad del ser a la pedagogía de la diferencia. Teoría de la Educación. Revista Interuniversitaria, 28(1), 45-60. https://doi.org/10.14201/teoredu20162814560
Calderón-Almendros, I., & Echeita, G. (2022). Inclusive Education as a human right. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.1243
Calderón-Almendros, I., Moreno-Parra, J., & Vila-Merino, E. (2024). Education, power, and segregation. The psychoeducational report as an obstacle to inclusive education. International Journal of Inclusive education, 28(11), 2424-2437. https://doi.org/10.1080/13603116.2022.2108512
Calderón-Almendros, I., & Rascón-Gómez, M. T. (2022). Hilando luchas por el derecho a la educación: Narrativas colectivas y personales para la inclusión desde el modelo social de la discapacidad. Pedagogía Social. Revista Interuniversitaria, 41, 43-54. https://doi.org/10.7179/PSRI_2022.41.03
Calderón-Almendros, I., & Ruiz-Román, C. (2015). Education as liberation from oppression: personal and social constructions of Disability. In F. Kiuppis & R. Sarromaa Hausstätter (Eds.), Inclusive education twenty years after Salamanca (pp. 251-260). Peter Lang. https://www.peterlang.com/document/1118282
Cole, M. (1996). Psicología cultural. Morata.
Cologon, K. (2019). Towards Inclusive Education: A Necessary Process of Transformation. Children and Young People with Disability Australia. https://bit.ly/3LpWPgO
Cologon, K. (2020). Is inclusive education really for everyone? Family stories of children and young people labeled with ‘severe and multiple’ or ‘profound’ ‘disabilities’. Research Papers in Education, 37(3), 395-417. https://doi.org/10.1080/02671522.2020.1849372
De Beco, G. (2018). The right to inclusive education: why is there so much opposition to its implementation? International Journal of Law in Context, 14(3), 396-415. https://doi.org/10.1017/S1744552317000532
Derrida, J. (2005). De la gramatología. Siglo XXI.
Esteve, J. M. (2010). Educar, un compromiso con la memoria. Octaedro. https://octaedro.com/libro/educar-un-compromiso-con-la-memoria/
Freire, P. (1972). Pedagogy of the oppressed. Penguin. https://tinyurl.com/28x66s57
Gardner, H. (1993). La mente no escolarizada. Paidós.
Giroux, H. A. (1988). Teachers as Intellectuals. Toward a Critical Pedagogy of Learning. Bergin & Garvey. https://archive.org/details/teachersasintell0000giro/page/n1/mode/2up
Goleman, D. (1996). Inteligencia emocional. Kairos.
Goodley, D. (2014). Dis/ability Studies: Theorizing disableism and ableism. Routledge. https://doi.org/10.4324/9780203366974
Graham, L., & Slee, R. (2008). An illusory interiority: Interrogating the discourse/s of inclusion. Educational Philosophy and Theory, 40, 277-293. https://doi.org/10.1111/j.1469-5812.2007.00331.x
Hehir, T., Grindal, T., Freeman, B., Lamoreau, R., Barquaye, Y., & Burke, S. (2016). A summary of the evidence on Inclusive Education. Alana Institute. https://eric.ed.gov/?id=ED596134
Heidegger, M. (2001). El ser y el tiempo. Fondo de Cultura Económica. https://www.fondodeculturaeconomica.com/Ficha/9786071675835/F
Jackson, R. (2008). Inclusion or Segregation for Children with an Intellectual Impairment: What Does the Research Say? Queensland Parents for People with a Disability. https://bit.ly/33efsmW
Korthagen, F. (2017). Inconvenient truths about teacher learning: towards professional development. Teachers and Teaching, 23(4), 387-405. https://doi.org/10.1080/13540602.2016.1211523
Kuhn, T. (1970). The Structure of Scientific Revolutions. University of Chicago Press.
Masschelein, J., & Simons, M. (2005). The strategy of the inclusive education apparatus. Studies in Philosophy and Education, 24, 117-138. https://doi.org/10.1007/s11217-004-6527-4
McIntyre, A. (1987). Tras la virtud. Crítica. https://www.planetadelibros.com/libro-tras-la-virtud/92302
Nakayama, T. K., & Krizek, R. L. (1995). Whiteness: A strategic rhetoric. Quarterly Journal of Speech, 81, 291-309. https://doi.org/10.1080/00335639509384117
OECD (2012). Equity and quality in education: Supporting disadvantaged students and schools. OECD Publishing. https://doi.org/10.1787/9789264130852-en
OECD (2022). Review of inclusive education in Portugal. OECD Publishing. https://doi.org/10.1787/a9c95902-en
ONU (13 de diciembre de 2006). Convención sobre los derechos de las personas con discapacidad. Organización de Naciones Unidas. https://social.desa.un.org/issues/disability/crpd/convention-on-the-rights-of-persons-with-disabilities-crpd
ONU (2013). Estudio temático sobre el derecho de las personas con discapacidad a la educación. Informe de la Oficina del Alto Comisionado de las Naciones Unidas para los Derechos Humanos. Organización de Naciones Unidas. https://undocs.org/A/HRC/25/29
ONU (2016). Observación General núm. 4 (2016) sobre el derecho a la educación inclusiva. Organización de las Naciones Unidas. https://tinyurl.com/y57x8zkf
Opertti, R., Walker, Z., & Zhang, Y. (2014). Inclusive Education: From targeting groups and schools to achieving quality education as the core of EFA. In L. Florian (Ed.), The SAGE Handbook of Special Education (pp. 149-169). SAGE. https://hdl.handle.net/10497/17344
Pérez Gómez, Á. I. (2020). Los desafíos educativos en tiempos de pandemias: ayudar a construir la compleja subjetividad compartida de los seres humanos. Praxis educativa, 24(3), 1-24. https://doi.org/10.19137/praxiseducativa-2020-240302
Pérez Gómez, A. I., & Soto Gómez, E. (2022). Lesson Study: aprender a enseñar para enseñar a aprender. Morata. https://tinyurl.com/24bgyrej
Popkewitz, T., & Lindblad, S. (2000). Educational Governance and Social Inclusion and Exclusion: Some conceptual difficulties and problematics in policy and research. Discourse: Studies in the Cultural Politics of Education, 21(1), 5-44. https://doi.org/10.1080/01596300050005484
Rosenthal, R., & Jacobson, L. (1980). Pygmalion en la escuela. Expectativas del maestro y desarrollo intelectual del alumno. Marova.
Skliar, C. (2007). ¿Y si el otro no estuviera ahí? Notas para una pedagogía (improbable) de la diferencia. Miño y Dávila. https://tinyurl.com/24myskgy
Skliar, C. (2019). Pedagogías de las diferencias: Notas, fragmentos, incertidumbres. Noveduc. https://www.noveduc.com/es/productos/pedagogias-de-las-diferencias/
Skrtic, T. M. (1991). The special education paradox: equity as the way to excellence. Harvard Educational Review, 61(2), 148-206. https://doi.org/10.17763/haer.61.2.0q702751580h0617
Slee, R. (2004). The Index for Inclusion [Special issue]. International Journal of Inclusive Education, 8(2). https://www.tandfonline.com/toc/tied20/8/2?nav=tocList
Tomlinson, S. (2012). The irresistible rise of the SEN industry. Oxford Review of Education, 38(3), 267-286. https://doi.org/10.1080/03054985.2012.692055
UNESCO (1990). Declaración Mundial sobre Educación para Todos y Marco de Acción para Satisfacer las Necesidades Básicas de Aprendizaje. Unesco. https://unesdoc.unesco.org/ark:/48223/pf0000127583_spa.locale=en
UNESCO (1994). Declaración de Salamanca y Marco de Acción sobre Necesidades Educativas Especiales. Unesco. https://unesdoc.unesco.org/ark:/48223/pf0000098427_spa.locale=en
UNESCO (2015). Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4. Unesco. https://unesdoc.unesco.org/ark:/48223/pf0000245656/Pdf/245656eng.pdf.multi
UNESCO (2017). Guía para asegurar la inclusión y la equidad en la educación. Unesco. https://unesdoc.unesco.org/ark:/48223/pf0000259592.locale=en
UNESCO (2020). Global education monitoring report 2020: inclusion and education: all means all. Unesco. https://gem-report-2020.unesco.org/
UNESCO (2022). Reimaginar juntos nuestros futuros: un nuevo contrato social para la educación. Unesco. https://unesdoc.unesco.org/ark:/48223/pf0000381560.locale=en
Vigostky, L. S. (1964). Pensamiento y lenguaje. Lautaro.
Vigostky, L. S. (1979). El desarrollo de los procesos psicológicos superiores. Crítica.
Vila Merino, E., Rascón-Gómez, M. T., & Calderón-Almendros, I. (2024). Discapacidad, estigma y sufrimiento en las escuelas. Narrativas emergentes por el derecho a la educación inclusiva. Educación XX1, 27(1), 353-371. https://doi.org/10.5944/educxx1.36753
Waitoller, F. R. (2020). Excluded by choice. Urban students with disabilities in the marketplace. Teachers College Press. https://www.tcpress.com/excluded-by-choice-9780807764008
Warnock, H. M. (1978). Special Educational Needs. Report of the Committee of Enquiry into the Education of the Handicapped Children and Young People. Her Majesty's Stationery Office (HMSO). https://unesdoc.unesco.org/ark:/48223/pf0000065656.locale=en
Wenger, E. (1998). Communities of Practice: Learning, meaning and identity. Cambridge University Press. https://doi.org/10.1017/CBO9780511803932
Zeichner, K., & Gore, J. (1990). Teacher socialization. In W. Houston (Ed.), Handbook of research on teacher education (pp. 329-348). Macmillan. https://eric.ed.gov/?id=ED318735
Calderón Almendros, I., & Ainscow, M. (2025). Inclusive Education: Maps, Borders and Pathways to Success. Teoría De La Educación. Revista Interuniversitaria, 37(2), 57–76. https://doi.org/10.14201/teri.32438
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- N/A
- Publisher
- Universidad de Salamanca
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