Moving towards inclusion
Abstract
Increasing the levels of quality and equity in education systems has become a priority objective of the educational policies and reforms promoted in Latin American countries. This is an ethical imperative that education decision-makers, teachers and society as a whole can no longer ignore, given the high levels of inequality and segmentation that undermine the social cohesion and integration of our peoples.
If we aspire to build more inclusive, just and democratic societies, education must make a decisive contribution to reducing and compensating for the inequalities of origin of students, in order to ensure their full participation, maximum learning and personal development.
There is now empirical evidence that one of the factors contributing to school failure, low learning outcomes and the marginalisation of many students is the inability of schools to adjust teaching to the heterogeneity of students' abilities, socio-economic and cultural backgrounds. Making the right to quality education for all a reality necessarily implies that we take measures aimed at equalising opportunities for the most vulnerable and disadvantaged groups.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2007 Revista Latinoamericana de Educación Inclusiva - Latin American Journal of Inclusive Educatio
This work is licensed under a Creative Commons Attribution 4.0 International License.
Creative Commons Reconocimiento (by)
Esta licencia permite la explotación de la obra, así como la creación de obras derivadas, la distribución de las cuales también está permitida con la condición de que se haga referencia expresa al autor/a, es decir, que aparezca su nombre en cualquier uso o acto de explotación que se haga de la obra.