Rethinking the Inclusive Education from Student Perspectives
DOI:
https://doi.org/10.31619/caledu.n57.1191Keywords:
inclusive education, school participation, participatory methodologiesAbstract
The implementation of an inclusive education requires the participation of all members of a school community, especially students. However, there is still an adult-centric and productivist view of students affecting their position as a social actor within the school. The aim of this study is to understand the type of school that students -attending schools with an inclusive orientation- value and project. From a qualitative design, focus groups based on a participatory methodology were carried out with 70 elementary and middle school students from seven schools with inclusive education projects. The main results indicate that the students dream of a flexible school linked to the territory where they live, with extended classrooms, comprehensive learning experiences and with a predominant role for themselves in the decision-making process. It is concluded that they value flexibility as a necessity to develop an open, inclusive and situated education.
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