Inclusión educativa y pedagogía crítica

Abstract

This article outlines the basic principles of educational inclusion, focusing
specifically on the inclusion of disabled students in mainstream classrooms, and argues
that inclusive education should be understood as a process of transforming traditional
schools into spaces of learning for all students. The article uses the lens of critical pedagogy
to argue that exclusionary educational practices have been developed through the
medicalization of learning disabilities which focused on the disability rather than the
abilities of disabled students. Following the same line of thinking, the article provides
scientific evidence to debunk myths related to the education of disabled students; especially
myths that contributed to their exclusion from mainstream classrooms. Finally,
based on the Learning Communities model, we provide some concrete strategies for
transforming mainstream classrooms into fully inclusive environments.