Inclusive education: Myth or reality?

Abstract

The following research had as objectives to recognize educative management practices (teaching situations) that act in response to diversity, or the ones that make it more difficult. The study was carried out in a regular educational institution in the city of Temuco. The recognition was worked out through the description of the different actors’ opinion and their perception about inclusive educational practices in their community. Besides, during the study of perceptions and educational practices new indicators appeared. These indicators will eventually allow a contribution to increase more inclusive scholar cultures. Due to the just mentioned situations, work material had to be designed with the contribution of Teachers, Headmasters, families and students with the objective to develop strategies for the different educational levels (pre- elementary and elementary levels), all these focusing on diversity. The elaborated workshops were applied in an educational institution in Temuco, and they were focused on the whole educational community. The research was supported under the qualitative paradigm. This Paradigm was applied on the Instruments to collect the information. The instruments used for the gathering of information were: semi-structured interviews, focus groups, and micro ethnographic records. These records were filmed during the pedagogic practices of the teachers that were part of the research.Concluding in relation to the three agents: The teachers appreciate the environment created during the workshops. It allowed the recognition of diversity in a significant and wider dimension, as well as its actual meaning and its impact in culture and teaching practices at school.Families appreciate the importance of the education given by the school, and they consider it as the main support in the development of coexistence and respect to the people that are part of their environment. The families recognize the differences of all type, such as: ethnic, religious, social capacities, individual characteristics, and cultural differences. Even The gender topic did not show up, creating collaborative work between girls and boys allows the development of values focused on respect, and their differences according to their own characteristics, besides this motion help children to open their vision in terms of diversity acceptance.