Presentation: Special Education in the face of Inclusive Education

Authors

  • Ismael García Cedillo Universidad Autónoma de San Luis Potosí

Abstract

Since the ideas of inclusive education began to circulate, considered by some theorists as the greatest challenge facing education systems worldwide (Ainscow, 2002; Acedo, 2008), special education has been seen as the bad girl in the film. It has been suggested that it should disappear, or else change to conform to the ideas of inclusion, or even merge with general education. Already in previous issues of the Latin American Journal of Inclusive Education (RLEI) Guajardo acknowledged a certain ‘de-professionalisation’ of special education teachers. He commented that these professionals ‘can no longer apply their knowledge derived from the medical model, nor have they learned that of the educational model, and it has been difficult for technicians to find an effective strategy to update it’ (p. 121). For their part, Moliner, Sales and Moliner (2011), pointed out that ‘It is time to leave behind prejudices, professionalisms and labels, specialisations, differentiated and differentiating treatments and all those practices which, legitimised normatively, mask a selective ideology and which, in the name of guaranteeing equal opportunities, allow segregating and discriminatory responses to be perpetuated’ (n.p.).

Author Biography

Ismael García Cedillo, Universidad Autónoma de San Luis Potosí

Profesor-Investigador de la Universidad Autónoma de San Luis Potosí. Doctor en Psicología Clínica por la Universidad Nacional Autónoma de México. Miembro del Sistema Nacional de Investigadores. Autor principal de dos cursos sobre integración educativa y del Diplomado en Educación Inclusiva, impartidos a nivel nacional. Sus líneas de investigación se ubican en educación (educación inclusiva) y salud (adherencia terapéutica en pacientes con enfermedades crónicas).

Published

2013-11-01

How to Cite

García Cedillo, I. (2013). Presentation: Special Education in the face of Inclusive Education. Latin American Journal of Inclusive Education, 7(2), 15–23. Retrieved from https://revistainclusiva.ucentral.cl/revistainclusiva/article/view/7_2_002