EL ÍNDICE DE INCLUSIÓN COMO HERRAMIENTA PARA LA MEJORA ESCOLAR
Education, quality, effectiveness and education improvement are worldwide well-discussed and well-researched subjects. The index for inclusion is an instrument used as a guide when supporting schools in the process of educative inclusion and, because of its characteristics, it could work as an enhancer of educational improvement. unesco proposes corresponding adaptations for each country, since the results obtained in the United Kingdom, and other European nations, has been very satisfactory. Following this guideline, this research aims at presenting the construct and content validity of the Index for Inclusion: improving learning and involvement at schools, in order to adapt it to Mexican schools. This is an exploratory prospective study that provides the very first validity evidence and that, based on a strategy of assessment carried out by professional qualified professionals, special education experts, aims at refining the measure instrument, with the intention of adapting it to the socio-cultural and educative Mexican situation. Finally, we can also consider that the study has an explicative dimension, since it tries to analyze the influence of certain variables, or to establish an association between these variables, on the profiles of the opinions of the experts. Despite the fact that results show an agreement in the opinions of those who have assessed the instrument in every aspect, we have identified disagreements in sections and indicators. For these, we provide adaptation alternatives.
Caracterización de una cátedra de investigación basada en un modelo pedagógico híbrido
This article presents a project that sought to implement a hybrid model in the subject Methodology of Research, which is taught in grades six to eleven of elementary and technical high school education, in a school with an inclusive educational model. The mixed method was used to determine the characteristics of materials, educational and technological resources that should be the subject for proper implementation in the population consisting of pupils with special educational needs, with exceptional abilities and students without special educational needs, who converge on the same stage of training.
Inclusive Education: International Voices on Disability and Justice
The aim of this text is to convey the experience of excluded children, their parents, teachers and remaining classmates. Looking at all those involved, the book offers reflections on inclusion and exclusion in the context of schools that do not cater well for diversity. The contributors and issues raised are international, giving the reader everything necessary for considering concepts and practices across countries and cultures, and highlighting ways in which schools might bring down the barriers to participation and learning.