Policies for a better quality of life for citizens through inclusive education.

Políticas para una mejor calidad de vida de la ciudadanía a partir de la Educacion inclusiva.

Main Article Content

José Morelos Gómez
Harold Lora Guzman
Diego Cardona
Abstract

The purpose of this article is to reflect on the innovative bets in academic training processes to strengthen cognitive learning and the policies that promote inclusive education in Latin America. The methodology applied was analytical-descriptive, through documentary review. As a result, it was possible to identify the contribution of innovative strategies oriented to the development of holistic training processes based on creativity, play supported by technological tools, as well as the advances in terms of inclusive education policies in Colombia and Latin America, which although still insufficient, have contributed significantly to the improvement of cognitive processes in students and increase in the dimensions related to satisfaction, well-being and quality of life.

Keywords

Downloads

Download data is not yet available.

Article Details

References

Alves, A. G., Schmidt, A. E. F., Carthcat, K. D., &Hostins, R. C. (2015). Exploring technological

innovation towards inclusive education: Building digital games–An interdisciplinary challenge. Procedia-Social and Behavioral Sciences, 174, 3081-3086. https://doi.org/10.1016/j.sbspro.2015.01.1043 DOI: https://doi.org/10.1016/j.sbspro.2015.01.1043

Armstrong, F. (2007). Inclusive education. In Key Issues for Teaching Assistants (pp. 17-28). Routledge. https://doi.org/10.4324/9780203933480 DOI: https://doi.org/10.4324/9780203933480-7

Barreiro Collazo, Alejandra. (2022). Actuaciones y prácticas innovadoras como herramientas para el fomento de la educación inclusiva. En-claves del pensamiento, 16(31), e503. Epub 21 de marzo de 2022.https://doi.org/10.46530/ecdp.v0i31.503 DOI: https://doi.org/10.46530/ecdp.v0i31.503

Cabero Almenara, J., & Fernández Batanero, J. M. (2014). Una mirada sobre las TIC y la educación, inclusiva: reflexiones en torno al papel de las TIC en la educación inclusiva. C & P: Comunicación y Pedagogía, 279-280, 38-42.

Chataika, T. (2022). Inclusive education policies and practices in Malawi and Zimbabwe. https://doi. DOI: https://doi.org/10.1016/B978-0-12-818630-5.12033-0

org/10.1016/B978-0-12-818630-5.12033-0

Cedillo, I. G. (2018). La educación inclusiva en la Reforma Educativa de México. Revista de

Educación Inclusiva, 11(2), 51-62.

Clavijo Castillo, R. G., & Bautista-Cerro, M. J. (2020). La educación inclusiva. Análisis y

reflexiones en la educación superior ecuatoriana. Alteridad. Revista de Educación, 15(1), 113-124.

De Bruin, K. (2019). The impact of inclusive education reforms on students with disability: An DOI: https://doi.org/10.1080/13603116.2019.1623327

international comparison. International Journal of Inclusive Education, 23(7e8), 811e826. https://

doi.org/10.1080/13603116.2019.1623327

Forlin, C. I., Chambers, D. J., Loreman, T., Deppeler,J., & Sharma, U. (2013). Inclusive education

for students with disability: A review of the best evidence in relation to theory and practice Australian Research Alliance for Children and youth. https://researchonline.nd.edu.au/edu_article/141/ Fundación Saldarriaga Concha y Laboratorio de la Economía de la Educación -LEE de la Pontificia

Universidad Javeriana (2022). La Educación en

Colombia para la población con discapacidad:

realidades y retos. Disponible en: https://lee.

javeriana.edu.co

Hehir, T., Grindal, T., Freeman, B., Lamoreau, R.,

Borquaye, Y., & Burke, S. (2016). A Summary

of the Evidence on Inclusive Education. Abt

Associates.

Jones, P. W. (2018). International policies for

Third World education: UNESCO, literacy and

development. Routledge.

Martínez, I. M. (2022). Educación inclusiva a través

de las TIC. Editorial Inclusión.

Moriña, A. (2019). Inclusive education in higher

education: challenges and opportunities.

Postsecondary educational opportunities for

students with special education needs, 3-17.

https://doi.org/10.4324/9781351107570 DOI: https://doi.org/10.4324/9781351107570

Opertti, R., & Belalcázar, C. (2008). Trends in

inclusive education at regional and interregional

Estrategias para mejorar la calidad de vida del ciudadano a partir de políticas de educación incluyente

Perspectivas, 7 (S1), pp. 186-192, 2022, E ISSN: 2590-9215

levels: issues and challenges. Prospects, 38(1),

-135. https://doi.org/10.1007/s11125-008-

-1

Posadas, R. A. Y., & Marín, J. M. R. (2022). Educación

medioambiental: desafíos para la agenda del

desarrollo sostenible del año 2030. Revista

de filosofía, 39(100), 448-460. https://dialnet.

unirioja.es/servlet/articulo?codigo=8331802

Reyes Chávez, R., & Prado Rodríguez, A. B. (2020).

Las Tecnologías de Información y Comunicación

como herramienta para una educación primaria

inclusiva. Revista Educación, 44(2), 506-525.

Romero Martínez, S. J., González, I., García, A., &

Lozano, A. (2018). Herramientas tecnológicas

para la educación inclusiva. Tecnología, ciencia

y educación, 9, 83-111.

Rico, A. P. (2010). Políticas de educación inclusiva

en América Latina: propuestas, realidades y retos

de futuro. Revista de educación inclusiva, 3(2),

-142.

Schot, J., & Steinmueller, W. E. (2018). Three

frames for innovation policy: R&D, systems

of innovation and transformative change.

Research policy, 47(9), 1554-1567. https://doi.

org/10.1016/j.respol.2018.08.011

Stubbs, S. (2008). Inclusive education. Where there

are few resources. Oslo, The Atlas Alliance Publ.

UNESCO (2021). Políticas de educación inclusiva:

estudios sobre políticas educativas en América

Latina. Disponible en https://unesdoc.unesco.

org/ark:/48223/pf0000379487.locale=es

United Nations (2015). Transforming our World:

The 2030 Agenda for Sustainable Development.

Document. https://sdgs.un.org/sites/default/files/

publications/21252030 Agenda for Sustainable

Development web.pdf

Vaccari, V., & Gardinier, M. P. (2019). Toward

one world or many? A comparative analysis

of OECD and UNESCO global education

policy documents. International Journal of

Development Education and Global Learning.

https://doi.org/10.18546/IJDEGL.11.1.05 DOI: https://doi.org/10.18546/IJDEGL.11.1.05

Wray, E., Sharma, U., & Subban, P. (2022). Factors

influencing teacher self-efficacy for inclusive

education: A systematic literature review.

Teaching and Teacher Education, 117, 103800.

https://doi.org/10.1016/j.tate.2022.103800 DOI: https://doi.org/10.1016/j.tate.2022.103800

Ydo, Y. (2020). Inclusive education: Global priority,

collective responsibility. Prospects, 49(3-4),

-101. https://doi.org/10.1007/s11125-020-

-y

OJS System - Metabiblioteca |