Teacher’s Reflections on Inclusive Education. Stories of Pedagogical Experience about College Diversity

Abstract

In this paper we present a critical view at some thoughts, problems, uncertainties and proposals arising in the process of narrative documentation of educational experiences, inquiry- action mode, done through critical reflections on stories edited and shared learning experience among university teachers, in order to analyze the senses built on the diversity of students and educational exclusion problems. We continue with a discussion of various proposals that have been given to the problem of diversity and social and school children with some disabilities integration, and proposals for inclusive education, as well as some barriers to the formation of some students, particularly certain beliefs, assumptions and representations as teachers have built on this process and which are specified in the cultures, policies and practices of our school. We finish with sketches possible, derived from the study, for an inclusive education, such as denature and question some of the assumptions and representations that guide many decisions daily practices and revisiting some betting educational transform to recognize and value the otherness in our universities.