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INTRODUCTION TO INCLUSION

by Antonio Asensi Fuertes

Pages 4 and 5 of 30

INTRODUCTION TO EDUCATIONAL INCLUSION IN THE VALENCIAN COMMUNITY (SPAIN)
Our classrooms are basically made up of pupils of the same age, but each pupil has totally different interests, abilities and ways of learning.
WE DO NOT HAVE HOMOGENEOUS GROUPS!
Recognising this DIVERSITY is the first step in building an INCLUSIVE school.
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The principles that education should pursue are:

- Quality.
- Equity to guarantee equality.
- EDUCATIONAL INCLUSION.
- Equal rights and opportunities.
- Universal accessibility.
- Transmission and implementation of values.
- Flexibility to adapt education to diversity.
- Educational and professional guidance for students.
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The main objective of our educational system is to ensure that all students achieve maximum PERSONAL, INTELLECTUAL, SOCIAL AND EMOTIONAL development, with the curriculum being a mechanism to help them achieve this, but not the main objective.
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WE HAVE TO UNDERSTAND THAT NOT ALL PUPILS LEARN IN THE SAME WAY OR AT THE SAME PACE.
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We must ensure an educational response for those pupils who require different attention to the ordinary one. We classify these pupils as follows:
SPECIAL EDUCATIONAL NEEDS (SEN):

a) DISABILITIES:

Physical
Sensory
Intellectual
Mental
Visceral
Multiple

b) SERIOUS BEHAVIOUR DISORDERS:

Oppositional Defiant Disorder
Conduct disorder
SPECIFIC LEARNING DIFFICULTIES:

Dyslexia.
Dysgraphia.
Dyscalculia.
Disability of memory and auditory processing.
Autism Spectrum Disorder/Pervasive Developmental Disorder.
Intellectual disability.
ADHD

HIGH INTELLECTUAL ABILITIES

LATE ENTRY INTO THE EDUCATION SYSTEM

PERSONAL CONDITIONS OF SCHOOL HISTORY
INCLUSION PROTOCOL
(GOVERMENT LAW)
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