Análisis de un estudio comparativo sobre el concepto, las prácticas y la organización escolar en el desarrollo de la inclusión en el profesorado de España y Portugal

Abstract

After twenty years dealing with the Inclusion Concept, it has not been applied in the classroom yet. Thus, once our respective study populations were analyzed in a previous work, we want to highlight the barriers that teachers have to cope with currently. Those barriers prevent us from bringing the model of Inclusive School to the classroom. To do this, we focus on what we think affects the teachers attitude, and that is the use of a methodology that have space for all students in the same classroom, regardless of differences as deficits, and simply takes into account the individual development of every student.

For this proposal, we will focus on cooperative work (students and teachers) and programming experiences for competence development.