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October 30, 2019
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November 11, 2019
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Resumen

En los últimos 30 años ha surgido una tensión en Reino Unido entre las políticas diseñadas para alcanzar la excelencia educativa y las políticas que buscan promover una práctica inclusiva. La descentralización y consiguiente traspaso de competencias a las cuatro jurisdicciones de Reino Unido ha llevado a diferencias en las prácticas desarrolladas a partir de lo que originalmente era un conjunto común de valores y creencias culturales e históricas. En particular los cambios de política en Inglaterra han resultado en incentivos perversos para que las escuelas no satisfagan las necesidades de los estudiantes con necesidades educativas especiales y discapacidades y pueden terminar en su exclusión escolar. Ilustramos el funcionamiento de estos incentivos perversos a través de un análisis histórico cultural de las formas en que los profesionales de diferentes servicios pueden tener diferentes motivos de objeto. Abogamos por prácticas de co-configuración interprofesional y el trabajo en nudos con el fin de lograr relaciones y patrones de comunicación significativos que unan a los servicios para jóvenes con discapacidades y necesidades educativas especiales.

 

Palabras clave

Exclusión escolar exclusión social inclusión necesidades educativas especiales Vygotsky

Detalles del artículo

Cómo citar
Daniels, H., Thompson, I., & Tawell, A. (2019). Prácticas de exclusión en culturas escolares inclusivas en Reino Unido. PUBLICACIONES, 49(3), 23–36. https://doi.org/10.30827/publicaciones.v49i3.11402
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