Inclusive Education as a Fundamental Principle: Challenges and Perspectives

Abstract

Inclusive education (IE) presupposes quality teaching that promotes equity and the integral development of all students. This article critically analyzes educational policies and practices adopted by countries that are signatories of the Salamanca Declaration, in light of the concept of inclusion, with the aim of understanding the evolution of the dynamics that characterize the global implementation of IE. Although international movements have promoted advances in educational policies, practices that contradict the principles of IE still persist. The effective implementation of IE requires teacher training in inclusive pedagogy (IP) and a paradigm shift in the mindset of education professionals.