The teacher and psychologist Coral Elizondo was in charge of closing the conferences of the sixth edition of the Education Forum. She defended in her talk that “inclusive education is an ethical project and it is a right”.
In his conference entitled “Inclusive education, the indisputable and urgent right to an extraordinary school”, he advocated that this model of school must be “transformative”.
To understand the difference between integration and inclusion, the teacher indicated that in the former, terms such as accepting the difference, focusing on the deficit, adapting the person to the system, and curricular adaptation are amalgamated.
Nevertheless, inclusive education advocates embracing difference, talking about barriers, focusing on strengths, adapt the system to the person, make a universal design and personalize.
Regarding universal design – development of products and environments that facilitate access to the largest number of people – he asked to be careful with this label in school buildings or programs.
“That it has a universal design does not mean that it does not need an adaptation. In my own design, I must design for everyone, leaving no one behind to give each one the support or adjustment they need”, proposed the psychologist and teacher.
elizondo too made reference to UDL, Universal Design for Learning. This teaching model seeks to ensure that all students have opportunities to learn.
The teacher explained that nine squares are established, which are called guidelines. “We have the foundations in neuroeducation and the psychology of learning,” clarified the speaker who would have offered a workshop on UDL learning last Friday at the Education Forum.
Clarified that “DUA is not a method and should not be used as such. I can use guidelines or checkpoints or others”, while emphasizing that it focuses on language and comprehension.
He clarified that DUA is not the same as curricular adaptation because “we can adapt the curriculum but it may be that the child with special needs has not participated in class. A universal design will allow even students with large gaps to participate. Activities must be designed that allow everyone to work at their level and at the same time work together. For example, I would allow myself to have two stations where everyone does different things (problems, readings) and put two other stations where everyone has to do the same thing. It would be necessary to combine these”.
We must break with the idea of doing all the same
Also, he warned: “Universal design is not a fad but a conceptual framework based on the evidence we currently have”. Its axes are three: eliminating barriers that are in the context and not in the person, variability (being different so different options must be offered because not everyone learns the same), and expert learning (high expectations for all students who must receive support for).
But above all this, he indicated that what he likes most about this model is that “The look and the language must change, we must know the person (student)”.
That is why he finally asked “break with the rigid structures that we all do the same so that we can all work together on different activities”.