Presentation: School Reinsertion and Reentry: Challenges for Inclusive Education

Abstract

When reference is made to inclusive education, it usually focuses on what happens in the regular system, which is where the goals and challenges it faces are defined, and this positioning fails to escape its link to standardisation, as efforts associated with inclusive education are trapped in certain principles of coercion of pedagogical practice, with the establishment of standardised education and the establishment of schools that seek to respond to general norms imposed by society. As Cárdenas Alarcón et al. (2024) point out, the nuanced, fluctuating and complex nature of the prescriptive dimension of education policy is more evident in the countries of the Global South, making it difficult to achieve inclusive education, which implies that inclusion in each school system must also address the conditions of exclusion. In this way, the main aspects of inclusive education tend to focus on traditional schools and very little reference is made to other scenarios and much less to the actors involved in them, leaving aside the richness and complexity of an educational landscape that is characterised by its diversity in terms of organisational structures and educational approaches (González Campos et al., 2022).