Educational inclusion as a concept: From school practice to global policy

Abstract

This article explores inclusive education from a global perspective, focusing on its implementation in school practices and policies in Ecuador and Latin America. The primary objective is to conceptualize inclusive education, examine the role of educators, and systematize relevant policies within the region. The methodology encompasses a theoretical review and an analysis of practical and policy experiences across various Latin American countries, emphasizing the necessity for an inclusive approach that respects diversity. The findings reveal that inclusive education is perceived as a continuous process of adaptation and enhancement, aimed at removing barriers that impede the participation and learning of all students. Within this framework, educators play an indispensable role in fostering cooperative and diversified learning environments. Additionally, the article underscores the imperative for educational policies that advocate for equity and universal access to quality education. The conclusions highlight that inclusive education is vital for mitigating inequality and fostering social and economic development. Despite notable advancements, significant challenges persist, particularly in the effective implementation of inclusive policies and the surmounting of structural and cultural barriers that obstruct genuine inclusion within the educational system.