Alumna: Sanchez, Silvia Romina.

1) Use of Teaching Assistants or Specialists: These professionals have the potential to be inclusive or divisive. For example, a specialist who assists teachers in addressing the needs of all students is working inclusively. A specialist who pulls students out of class to work with them individually on a regular basis is not.

2) Inclusive Curriculum: An inclusive curriculum includes locally relevant themes and contributions from marginalized and minority groups. It avoids binary narratives of good and bad, allowing for the adaptation of the curriculum to the learning styles of children with special education needs.

3) Parental Involvement: While most schools aim for some level of parental involvement, it is often limited to emails and occasional parent-teacher conferences. In a diverse school system, inclusion means considering multiple ways to reach out to parents on their own terms.

Inclusive education brings together diverse students in the same classroom, where they participate in various activities and school events. This approach values the diversity and unique contributions of each student, creating an environment where everyone feels safe and has a sense of belonging.

Las características de un entorno verdaderamente inclusivo son:

1) Uso de asistentes o especialistas educativos: Estos profesionales tienen el potencial de ser inclusivos o divisorios. Por ejemplo, un especialista que ayuda a los maestros a abordar las necesidades de todos los estudiantes está trabajando de manera inclusiva. Un especialista que saca a los estudiantes de clase para trabajar con ellos individualmente de manera regular no lo está.

2) Currículum inclusivo: Un currículo inclusivo incluye temas y contribuciones localmente relevantes de grupos marginados y minoritarios. Evita narrativas binarias de bueno y malo, permitiendo adaptar el currículo a los estilos de aprendizaje de los niños con necesidades educativas especiales.

3) Participación de los padres: La mayoría de las escuelas buscan algún nivel de participación de los padres, pero a menudo se limita a correos electrónicos y conferencias esporádicas entre padres y maestros. En un sistema escolar diverso, la inclusión implica pensar en múltiples formas de comunicarse con los padres en sus propios términos.

La educación inclusiva reúne a estudiantes diversos en una misma aula, donde participan en diversas actividades y eventos escolares. Este enfoque valora la diversidad y las contribuciones únicas de cada estudiante, creando un entorno donde todos se sienten seguros y con un sentido de pertenencia.

• Guide the development of students' skills: Consider from the beginning that people are different and that consequently the school must help each one to develop their skills in a normalized context far from the selection and subsequent classification of students in different types of pre-established centers.

• Offer opportunities to everyone: That is, compensate for inequalities, without attempting to educate to form equal people.

  
  

• Using teaching assistants or specialists: Specialists would help teachers address the needs of all students by working inclusively.

• Inclusive curriculum: An inclusive curriculum includes locally relevant topics and contributions from marginalized and minority groups. It avoids binary narratives of good and bad, and allows the curriculum to be adapted to the learning styles of children with special educational needs.

• Parent Engagement: In a diverse school system, inclusion means thinking about multiple ways to reach parents to better address children's teaching and learning.

• Minimize learning barriers: Inclusion involves identifying and minimizing barriers to student learning. Barriers can be found in all aspects and structures of the system: in educational centers, in the community, in local and national policies. These can not only prevent access to the educational center but also limit their participation within it.

• Ensure educators have the training, flexibility and resources to teach students with diverse needs.

• Ensure that schools, regardless of basic, initial, intermediate or higher level, receive adequate and sustainable financial support so that all activities and services are fully inclusive.

• Enable the entire community, including general and special educators, social workers, parents and students, to work together and participate in the design, delivery and monitoring of education, thus reframing inclusive education as a shared responsibility.

• Hold governments responsible for the application of laws and decrees that support inclusive education, reducing barriers to inclusion.

In general, none of these steps were implemented in Argentina, and it is because for this it is necessary for governments to comply with the laws that support inclusive education, as well as the investment of funds and resources directed towards schools, and towards training and training of teachers to practice inclusive teaching.

In the 70s, an attempt was made to provide effective teaching for all students. but this type of teaching was not inclusive because it was more individualized. For example, different texts for each student, and that was very exhausting for the teachers.

The entire school must work as a team in all kind of activities: extracurricular activities, peer support or even specialized interventions.

In the entire document, the author justifies with arguments that is necesary that all members of school (parents, kids, professionals, teachers) work together and not discriminate persons because of their differences. Mutual learning brings better results than dividing in diferent institutions.

inclusive education is that different students study all in the same classroom, go on excursions, extracurricular activities and sports events and plays. Inclusive education values the diversity and unique contributions of each student, here each child feels safe and has a sense of belonging. Students and parents are involved in setting learning goals and are part of decisions that affect them. and school staff are trained, supporting, flexible and resources to nurture and help students in all their needs.

Enable the entire community—including mainstream and special educators, social workers, parents, and students—to work together and participate in the design, delivery, and monitoring of education, thereby reframing inclusive education as a shared responsibility

Hold governments accountable for implementing antidiscrimination legislation, legal mandates for inclusion, and policies to remove barriers.

Work with the ESI to guarantee inclusion among peers, through different problematic situations, where it allows students to be reflective in their attitudes and treatment towards others.

En las secciones 6 y 7 no pusieron el nombre de quien o quienes las completaron.

Espero que hayan disfrutado tanto como yo de esta lectura y la tengan en cuenta a la hora de pensar en clases inclusivas en donde todos/as y cada uno/a de sus alumn@s accedan a espacios seguros en los que gocen plenamente de sus derechos.

Task aprobada!

GOOD JOB!!!