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.
LA EQUIDAD Y LA INCLUSIÓN SOCIAL: UNO DE LOS DESAFÍOS DE LA EDUCACIÓN Y LA ESCUELA HOY
The educational process has not been able to overcome social discrepancies any more than it has been able to reduce the gap between classes; this is why mayor efforts must be made to transform education into a catalyst for social equality. The social involvement movement has fought restrictive and discriminative environments in educational systems for years. This has demanded a constant growth towards a diverse and unique system capable of catering to collective and individual needs; providing the same level of quality and learning to the whole of the population. In order to do this, a separation must be considered between education for everyone, and education for those deemed “different”.
Improving Schools, Developing Inclusion
Part 1: What is the Issue? 1. Improving Schools, Developing Inclusion? 2. Inclusive Development and the Policy Context 3. Establishing the Research Network Part 2: What Does Research Tell Us? 4. Manoeuvring Space for Inclusion 5. Winding Up to Inclusion 6. Creating Interruptions Part 3: What are the Overall Implications? 7. Making School Improvement Inclusive 8. Towards an Inclusive Education System