Profesores inclusivosUna propuesta de formación inicial

Abstract

The Inclusive Education is an emerging approach in all countries as a response to deep social inequality gaps, factors of exclusion, segregation and discriminations contexts. There are still barriers that prevent many children and young people do not attend or drop out of schools, or conclude their schooling, but fail the basic learning for a full social life. The central tenet is education as a fundamental human right and because of that all must provide quality education with equity. For this reason the inclusive education is conceptualize since four areas; the first as a process oriented to transform the school for to respond the diversity, recognizing that each child is unique and special. The second correspond to the concern about the participation, permanence and achievement of the learning process. The important thing is not to be in school but to participate in it. The third is linking with the attention of children in vulnerability condition or marginalization for disabilities, to be part of ethnic or linguistic minority or migrant or to have a social deprivation, among others. The four is oriented to the identity and remove the barriers for learning. On the other hand, the teachers are an essential key for promote the inclusion and learning developments, but nevertheless needs to have new competencies for to respond to the new approach. At this time there are proposals oriented to support the teacher education in terms of in service and ongoing teachers from diverse international organizations as a European Agency for Special Needs and Inclusive Education, the UNESCO and others. In México, the Federal Government 2013-2018, established the foundation about the inclusive education for all Mexican Educational System, but at this time the Teacher Education Programs do not yet contemplate the formation of inclusive teachers, that is to say with the core professional competencies for to be factors of change in our country. Without doubt the schools have new challenges in term of quality education with equity, offering opportunities for all, promoting new pedagogic models oriented to sustainability, the global citizen and the recognizing the diversity as a normal element. The purposes of my dissertation I decided to offer a response to the vacuum that exists on teacher training for inclusion, which requires new skills, such as having a precise conceptualization, promote policies, practices inclusive; new models of relationship between professionals of education through collaboration create environments for learning, providing attention to the diversity of their students, among others, also to promote new forms of management and various forms of teaching. The purpose was to create a proposal for innovation that meets in the transformation of initial teacher training. The results expected from this research were: form a theoretical framework to conceptualize the inclusive education and the challenges it poses to the educational systems. Offer different models of teacher training and the need of having an inclusive teacher that promotes inclusive education through a program for initial formation, similarly is a reference point for further investigations.