INTRODUCTION

1. Conceptual notes
1.1. Background: Inclusion vs. Integration
Until a few decades ago, it was common to find treatises and research regarding
ethnic diversity, the social and economic condition of societies, and that became a
reason to talk about inclusive or exclusive practices, both at school and in the
workplace, that is. say that discrimination had only been looked at from this angle,
and the school was not designed for cases like the Inclusion and Development No.
1 Vol. 6 Year 2019 school discrimination for reasons of motor, psychological or
mental-cognitive disabilities. In this case, only a few specialized centers attended
to a minority, who were generally from high economic strata, but it was not notable
that a large population with SEN who had no care was excluded. For the case of
interest in this research, the work of Carlos A. Viáfara López could be cited in:
Racial differences in educational achievement and occupational status in the first
job, in the city of Cali (Colombia) 2008, the researcher establishes that Through his
study, he confirms the premises established in the model of Blau and Duncan
(1967: 163-205), commented by Viáfara: On the one hand, the significant
importance of social origins in educational achievement was corroborated, since a
good family background is usually associated and participates with greater material
resources, to their relatives in conditions of disability and to guarantee success in
the educational careers of those with disabilities. individuals, as well as influencing
aspirations, personality characteristics, values and the transmission of skills in
poverty and social exclusion. On the other hand, the effect of educational
achievement, and not the effect of social origins, is preponderant in the
occupational status in the first job. (2008). In order to establish a broad concept of
how human disabilities have been treated, it is necessary to refer to ancient
civilizations. It is worth mentioning from Mesopotamia how the medicine of the time
classified three main practices in relation to health: divination, spells and
exorcisms; and simple medical practices such as bandages and minor surgeries.
Duchan (2011). However, it is observed in the historical records that they
maintained two types of disabilities: Mild Disability that in some cases they were
given support and used to meet the needs of the gods. Severe Disability: They
were often considered dangerous to society and it was a punishment for them.
Another of the civilizations that were concerned about health were the Egyptians
who stood out for doing great research with deceased people, diagnoses were
made through careful observation but there are not many records of disabilities and
they did not have a place in society, although they respected people with
disabilities Hernández (2010). For hisOn the other hand, the Hebrew society
referred to disability as a "mark of sin", in Leviticus (21: 17-21) it is stated that, "If
any of your descendants has any physical defect, he will not be able to approach
my altar to present himself to me." the offerings"; people with disabilities were
employed in sheep care, trading, and informal trades. Di Nasso (2010, p. 9 and 10)
Among the Greeks, the cult of beauty and physical perfection could have
influenced situations of economic and social discrimination, they considered people
with disabilities in the same rank as slaves and criminals and expelled them from
the community. As mentioned by Di Nasso (2010, p. 9 and 10), likewise in the
peoples of Asia and Africa they maintained various discriminatory practices. In
India, children with disabilities were abandoned in the forest or thrown into the
Ganges River where they would purify their sins and they would attain perfection in
the next life. On the other hand, in Ancient China, medicinal therapies such as
cynotherapy and massages were used to try to help people who suffered from
motor disabilities and there was consideration and respect for them as proposed by
Confucius (551-479 BC) for considering them people. "weak". For their part, the
Romans considered disability as a defect that should be eliminated, and those who
suffered from it suffered from discrimination, ridicule or were subjected to public
ridicule, for which the Emperor Claudius (10-54 AD) suffered because of his
disability. ugly physical appearance and poor health, (Gutiérrez, p. 32, 1997) For
the middle ages the situation was not very different, the discriminated ones saw in
religion the escape from their concerns and the possibility of having hope for a
better life, although the social situation of the most disadvantaged populations
hardened, since the conception that of the deformities or disabilities in man were
the product of sin and should be punished. Di Nasso, (2010, p 11). The following
centuries were not far away, with a slight consideration after the proclamation of
Fundamental Rights as a result of the French Revolution at the beginning of the
19th century. Against this background, Warnock (1978), raised the concept of
"Educational Integration" for children and young people with SEN where the basic
principles of the right that should be the same for all, and that was violated, were
pointed out. Through this concept, it was estimated that "Education should start
immediately after the diagnosis of the deficiency and ensure sufficient basic and
continuous training for the teachers who would serve this type of population." In
this way, the Europeans also emphasized the need for family support for a better
adaptation of students with SEN within the regular classrooms and the school,
considering this as a normalized and normalizing framework of education, and
turning the school into a specialized resource center and dand support.
Additionally, until very recently, education policies for these people were quite
limited or non-existent, especially if they belonged to lower social strata, or due to
the lack of knowledge of the personal skills of "special children". It is worth
considering that in France the first steps began to be taken at the end of the 19th
century, in personal attention with the studies and work carried out by Jean Marc
Gaspar d'Itard at the institute for the deaf and dumb in Paris, and who was
considered the forerunner of special education with his famous case of the wild
child of Aveyron or the re-education of Victor de L`Aveyron. The concept of
deficiency or special is maintained until the end of the 20th century with the studies
of Marchesi and Martin in 1990, Castejón and Lavas (2000 p. 13 - 20) since the
way to determine the type of disorder was through the two types of intelligence test
elaborated by Galton and Binet whose results allowed to separate the boys and
girls by the characteristics of their deficiencies and in this way they were sent to the
educational center of their specialty. The above shows the interest of behavioral
psychology that introduces the concept of the influence of environmental factors to
explain the behavior of intellectual deficiency, assuming it as poor learning from its
environment, or poorly directed and poorly motivated learning. For the above,
Marchesi and Martin (1990) continue to support the idea of a separate education
for this type of person. Again Warnock (1978), raises a concept quite appreciable
for the educational system "A boy or girl with SEN is one who finds it difficult to
learn what others at the same pace or with the same depth." From this postulate it
is pointed out that the educational principles are the same for all, but that it is
necessary to expand the concepts, didactics and teaching-learning processes so
that they are inclusive, and not be seen as an independent case of education
where the regular teacher must extra act to be able to serve the SEN population.
By the end of the 20th century, Colombia also made efforts to seek equity and
include people with limitations in the school system and some schools for so-called
"special" children were created, so the task is that the school and the entities
involved look for inclusive methodologies such as a cooperative, constructive and
reflective system where the whole society participates, Arnáiz (2003). Therefore, it
is important to "conceive the classroom as a place for the exchange of experiences
and culture, of involvement, self-knowledge, autonomy, communication and
socialization, an open space that accommodates the set of diversities that students
present. fundamentally a space for active participation, interaction and dialogue in
which the acceptance, questioning, rejection or assumption of processes will guide
teaching-learning and determinealso its cultural and social climate” (Moliner, 2017.
p.26) It is common that in the educational field there is a tendency to confuse the
term inclusion with that of integrating children with learning barriers into the regular
classroom, and although since their entry into the educational system they share
the same physical spaces, it could not be affirmed that this implies that they are or
feel included in the teaching-learning processes that lead them to develop the
minimum procedural, attitudinal and cognitive skills. In this regard, Blanco, R.
(2009, p. 83-99) establishes that this is a paradigm since the adaptations occur
with many restrictions, from different perspectives, sometimes not easy, ranging
from the curriculum, the norms, the areas in which it is intended to develop
competencies, in the didactics that teachers have, among others, and that in some
way make exclusions within the different limitations that they present in the children
who come to the system. It is public knowledge that government bodies have
legislated and educational inclusion policies have been determined that aim to
materialize the pedagogical practices of teachers, but it is the teacher who
experiences diversity in his or her classroom, knows the needs and interests of its
students, it is the main guider of the children's educational process and through the
different practices, it is the one who will promote a true inclusion both from the
cognitive and from the social. In this regard, Ocampo (2015. p. 37) states that it is
necessary "Understanding the operation of the mechanics of exclusion and its
relationship with inclusion, establishes a" polyphonal dialogue ", citing Fornet-
Betancourt (1999), due to that allows the emergence of new voices, conditions and
processes that explain inclusion as a dynamic process, whose degree of incidence
affects the equality of positions that condition the social life of all citizens”, but also
puts forward that it can transcend as if it were the "imposition of a traditional model
of special education, limiting its potential for transformation" (p.37), in which case
this dialogue of heterogeneities can facilitate the validation and participation of
various actors as part of the same ethical-political-historical project. culture within
the educational macro project, concludes Ocampo.
1.2. Barriers to learning and skills development
The Universal Declaration of Human Rights (1948) in chapter 1 refers to the rights
that all people have and Article 19 of the International Convention on the Rights of
the Disabled (UN, 2009) ratifies that all people with disabilities are entitled to the
same fundamental rights as the disabled. rest of the citizens, who are free and
equal in dignity and rights. In order to achieve this goal, all communities must
celebrate thediversity within themselves, and ensure that people with disabilities
can enjoy all human rights: civil, political, social, economic and cultural recognized
by the various international conventions. With the above, it is clear that it is a social
obligation to insert children with barriers to learning into the school system and to
be able to foster spaces that allow them to develop their abilities and skills in such
a way that they can develop autonomously in the social and individual; If possible,
the individual develops skills with a view to achieving Human Development through
a relevant and possible life project. Likewise, Article 20, numeral 1, on Education of
the aforementioned convention (UN, 2006), on education, establishes that "The
States Parties recognize the right of persons with disabilities to education with a
view to making this right effective without discrimination. and on the basis of
equality of opportunity. And therefore the State must legislate on the right to an
inclusive education at all levels and throughout life that can be established, in the
terms of Nussbaum (2011) from the development of the capacities of the human
being that must go hand in hand with respect for the dignity of each individual, a
right that requires political support and the implementation of equitable and
permanent laws so that they do not fall into oblivion of what they should be. For
this reason, Egler (2017, p. 20) refers to the fact that "The initial and continuous
training of teachers, both in current and special education, needs to be reoriented
according to the principles of inclusive education, to once and for all replace the
remains of the segregationist model still present in educational practices and be
transparent in the discourse that links Specialized Educational Care (AEE) with
Inclusion and Development No. 2 Vol. 6 Year 2019 rehabilitation and differentiated
teaching practices according to the disability condition of some students”.
Evidently, teachers are the ones who should be most concerned about this
avalanche of situations within regular classrooms, especially if the training or
resources from the state are not sufficient, or perhaps, the willingness and
dedication to service are not high and the Law presses to execute as a forced task.

1.3. Cultural diversity

The situation of cultural diversity and segregation is a growing problem in the
world, "Racial segregation, the different religious and political currents are not over
yet, despite the fact that the development of humanity does not seem to have limits
in other fields such as science , communications or technologies” (De Soussa,
2010. p. 48), in this perspective, the school is a universe of latent differences
between its members, and for this reason pedagogy directs its methods tending to
create spaces where the meeting from differentcultures, thoughts and ways of
acting have a place. Respect for the singularity is in the plane of the teacher's
tasks, an aspect that is not easy, which also does not have a manual to apply in
each situation and, on the other hand, that singularity has ingredients such as
demotivation, little family support , health barriers, which in many cases are serious
and become a challenge for the teacher. For this reason, the traditional educational
model is selective and exclusive, diversity in the classroom is just a proposal from
global human rights legislation, educational quality is measured by the standard
performance that a student obtains in national and international tests and not as
the ideal proposed by Gimeno, Being, the diversity between human beings or
between groups of them and the individual singularity between subjects, conditions
of our nature, the issue of differences appears as a dimension that is always
present in any problem that we address in education" (2006. p.17). What implies
that, to address any educational situation, diversity should never be ignored, since
it is through its recognition that human development can be achieved.
2. Theoretical framework
2.1. pedagogical practices
They are defined as all those fixed or spontaneous didactic, methodological
experiences directed by a tutor or teacher to develop an educational activity aimed
at the participants, in this case students, managing to integrate their previous
knowledge to that produced by the approach to science, in such a way that the
result is significant learning and the consolidation of established competencies for
each activity of their lives. In the case of inclusive pedagogical practices, certain
characteristics must be taken into account, such as their adaptation to the needs of
the students, and they must enable autonomous and respectful development from
diversity, as expressed by Blanco, In inclusion, on the other hand, the focus of
attention is to transform educational systems and schools so that they are capable
of welcoming all students in the community and responding to the diversity of
learning needs that are the result of their social origin. and cultural and their
individual characteristics in terms of abilities, motivations, styles and learning
rhythms. (2011, p. 3) From the above it follows that each classroom practice must
have a clear and precise purpose when applying it, it must be planned according to
the rhythms, needs and aptitudes of children with barriers, and its culmination is
not defined in time but in the ability to use such learning to function in certain
contexts; whether social, personal, or where a specific skill is required. Similarly,
these learning processes and their outcome are different forto each individual,
because each participant with barriers is a different case, they are individualities,
very personal motivations and support processes, as different as themselves, in
such a way that "it is the educational system that must change to contemplate the
diversity in our classrooms and not the other way around” (López. M, 20111. p.40).
Other conceptions point to defining the practice as pedagogical actions that
produce subjects in an experimental scientific mediation in which the pedagogical
being is a historical individual who immerses himself in the complexity of a
sociocultural universe, with a broader perspective that assumes it within himself.
some socio-affective models of their educational and experiential environment, of
possible articulations, educator - educating that legitimize their own being, as a
pillar in pedagogy. (Zacgnini, 2008) When delving into the didactics and practices
used within inclusive classrooms, it is necessary for educational agents to have a
broad knowledge of the Universal Design of Learning - ULD and through it to make
the pertinent adjustments to the curriculum, where the flexibility is in accordance
with the pace of learning, but being very clear about the consistent goals of
developing the minimum skills for the proposed tasks (Arnaiz. 2011).
2.2. Quality of life in inclusive education
It could be affirmed that this is one of the goals that are beginning to be achieved
in the short term in inclusive education models, since from the very beginning of
schooling the child begins to feel part of his socialization process, there he begins
to act as a being autonomous who seeks to build his own world in a different
context from his home. However, the daily life of the school can be cruel if the
educational center has not implemented awareness routes with regular students
who can become their executioners. The panorama changes in the school when
"Disability stops focusing on the person as the core of the intervention and object
of the concept, to focus on the context as responsible for the possibilities of
participation, autonomy and normalization of their life" (Muntaner 2013. p.37) in the
American Association on Intellectual and Developmental Disabilities (AAIDD 2012).
From this perspective, disability becomes a limited condition of the individual
focused only on deficiencies and limitations, and proposes to be seen as the
relationship between the person's abilities and the context in which they have to
function; having as a principle to improve the conditions of the environment where
the individual has control of his actions on his disability, which is no longer a
condition but a state or form of functioning, (Muntaner 2013.p.37) Given the above,
Nussbaum (2000) considers human development from the perspective of
capabilities, and determines that the most important elements of people's quality of
life areplural, in such a way that Gough (2007) presents them in a list of ten
functional capacities that beings must develop to achieve a decent life. One of
them is “Life, in which individuals should be able to live a human life of normal
duration to its end, without dying prematurely or before life is reduced to something
not worth living” (p. .182), but in addition to it, it mentions health and bodily integrity
with which one has the opportunity to enjoy freedom in its broadest sense.
Likewise, it includes the senses, imagination and thought that go hand in hand with
practical reason in which critical, autonomous reflection is created regarding the
planning of life to be shared with others in the social commitment that they are
treated. as worthy beings that grants such affiliation. Eglér (2017) points out that
"with all the limitations that these students may have, they need to socialize with
normal children...where they will have all the opportunities to develop potentialities
that they might not have outside of that environment" (p.15), and Of course, it is
part of the integrality of development, since it will not be a question of isolating him
or giving him a teaching process of low knowledge, of lower quality, the closeness
with his peers will allow recognizing the regular school as a possibility for "the
student with disabilities to develop more than they would in a special school and
that teachers in the regular classroom need to have training in inclusive education
that modifies their vision regarding teaching and learning” Eglér (2017p. 18). For
the last three functional capacities, Gough (2007), paraphrasing Nussbaum, ratifies
the need to interact with other species, that is, to commit to biodiversity in addition
to developing a political and participatory nature. It is very interesting how she also
highlights the ability to play, laugh and enjoy leisure as a source of personal
enjoyment. Finally, it is highlighted in this concept of quality of life, in the concept of
human dignity and human development, it conceives "each person as an end in
itself and does not only ask about total or average well-being, but also about the
opportunities available for each human being; for this reason, said in focus, they
focus on 'choice or freedom'”. (Nussbaum, 2012.p.45).
3. Method
The research project consists of two parts: the conceptualization of the
implications of the DUA and the PIAR through different experiences and the
existing literature, was framed within the qualitative approach, which allows
approaching reality from the subjective dimensions and from there to apprehend it,
without losing objectivity and rigor in the investigation of the phenomenon that is
being studied, since the "nature of social reality is objective and subjective at the
same time" (Bonilla, 2005, p. 53) which also occurs relevanceto the "human
capacity to perceive, explore and interpret reality" (Bonilla, 2005, p. 132); in such a
way that the behaviors, attitudes, perceptions and experiences in situ of the
investigated subjects were inputs of great value in the analysis of the information.
The ethnographic type design was also taken into account in which Hernández
(2010) considers that the purpose is to describe and analyze the daily experiences
of people in a given context; as well as the meanings they give to that behavior
performed under common or special circumstances. In this investigative process,
the ethnographic method allowed to describe and understand, in the light of
educational inclusion policies and the pedagogical practices of teachers, how the
learning and socialization of children with some diagnosis is specified. The
population under study is made up of twenty early childhood education centers in
the Medellin metropolitan area, with children between 5 and 7 years of age who
present some type of diagnosis of learning difficulties, be it sensory, cognitive or
psychomotor; and the teachers who work in these centers. The sample is for
convenience, it corresponds to 30 teachers of the preschool and first grade, who
authorized to inquire about the pedagogical practices that they carry out in their
educational work. 4. Analysis and results 4.1. The Universal Design of Learning –
UDL After a process of tracking, collecting and systematizing information, it was
possible to determine that in order to talk about pedagogical practices it is
necessary to recognize that the concepts of learning have varied over time, in this
way it could be said that "The goal of education in the 21st century is not simply the
domain of knowledge. It is the domain of learning” CAST (2008) and in this order of
ideas, the DUA aims for education to transform apprentices into expert apprentices
who learn and are motivated to learn, who, in their own way, are prepared for a life
of learning. durable throughout their lives. Given the above, the DUA intends to
promote pedagogical processes accessible to all through the flexibility of the
curriculum so that it adjusts to the needs and rhythms of all, in such a way that
there are no disadvantages for the most vulnerable and barriers can be easily
overcome. It also intends that the challenge of diversity be overcome through
flexible methodologies and the design of strategies to meet and recognize the
multiple educational needs of the greatest number of users (Alba, 2012). This
learning design presents three learning styles: Auditory, Kinesthetic and visual, and
three necessary principles in the different learning processes: • Multiple means of
representation: the “what?” of learning. • Multiple means of expression: the “how?”
of learning.• Multiple means of engagement: the"why?" of learning. Under these
principles, the DUA proposes inclusive teaching practices where it is not necessary
to separate the contents, or to plan differently and even less to separate by groups
of disabilities or regular students, that the pedagogical didactics of the classroom
be planned and executed in such a dynamism that there is room for the principles
mentioned and therefore the participants can participate according to their abilities
and strengths. In this sense, the curriculum is broadly defined with “four basic
components: 1. Goals: The benchmarks or expectations for learning and teaching.
They are often made explicit in the form of skills or abilities to be achieved 2.
Methods: The specific instructional methods for the teacher, 3. Materials: The
means and materials that are used to teach and learn. 4. Assessment: The
reasons and methods used to assess student progress” CAST (2008. p.7). With
the above it is clear that the teacher will always be the mediator between an
inclusive and an exclusive curriculum, it will be the creative dynamics of a
pedagogy in movement that establishes the limits of inclusion. 4.2. Pedagogical
exercises in the DUA (by basic learning devices) 1. Attention and Concentration •
Use clear and precise language. • Have fewer distractors in the classroom (mobile
phones, noise, external windows). • Use a variety of activities at all times: they
avoid fatigue and boredom. • Remind him several times of his homework, adapt
follow-up questions to attract his attention again. • It is important that the activity is
not too easy, help only when necessary. • Keep the thread of the topic
(coherence). • Allow active student participation. • Take notes instead of
transcribing. (make reports, field diaries). • Ask your students questions related to
the topic. • Active breaks of 2-3-4 minutes, (games, body exercises) make
everyone participate. 2. Motivation and memory • Explain the purpose of learning.
Contextualize the teaching. THE FACT THAT • Use the greatest amount of
resources (visual, tactile... musical). It is not saying many things in class, but
saying the same topic in different ways or approaches. • Use an agenda as a guide
to spark interest in topics from the beginning to the end of class. • Whenever
possible, carry out practical activities where students can create and recreate their
learning. • There are strategies to evoke, warm up learning (warm up) and prior
knowledge: exterior artifacts, mnemonic cards, word games, thematic puzzles, role
play... 3. Habituation •Constant dialogue with parents or guardians and with the
student with a view to maintaining routines, guidelines and study methods, as a
form of training. • Presentation work in groups, containing at least 3 of the basic
learning devices. • The teacher must always present her agenda for each session
in such a way that the students have the steps to follow visualized. • The use of a
communicative notebook or personal agenda will help to maintain concentration
and will make it easier for the family to follow up. • Choose a representative who
socializes the rest of the group. • The family will enable favorable spaces and
permanent times for pedagogical follow-up at home. Inclusion must generate such
well-being in individuals to the point where “they should be able to live a human life
of normal length to the end, without dying prematurely or before life is reduced to
something not worth living” (Nussbaum, 2012.p.49). But who is responsible for
success? The teacher through his most powerful weapon: "pedagogy as" the way
in which the teacher's practice is evidenced, which must be intentional, the actions
must be justified, and several aspects influence where the pedagogical action is
developed and of the context, so the pedagogy is applied through one or several
methods”. (Martinez, M. p.131) 3.3. classroom practices An interdisciplinary work is
proposed: teaching directors, psychologists, support classroom teacher, each one
contributes from their experience. Here are some suggestions for an inclusive
class from different areas: 1. Self-confidence: create an environment of trust,
making them aware of the different learning rhythms, personality and interests of
learners. 2. Motivation: the first teacher-student meetings are fundamental,
promote activities that make access to knowledge an easily understood matter.
Value what it contributes with phrases such as “it's good, but you have to do it...;
this part is correct, the other needs to be improved; if you read better you can find
the answer; if you need further explanation, call me; I think you will manage to do
it, if you concentrate, ...”. Expressions like: “Today you were better, concentrate,
believe in yourself and do it; You are able; and spend the time you need...” 3.
Nuclei of interest: it is necessary to carry out a survey that reveals the sources of
interest and keep the record in a file like the following: