The philosophy of inclusion in education
DOI:
https://doi.org/10.5216/revufg.v22.74068Abstract
Objective: Addressing inclusion in education as a philosophy reflecting on guiding principles and theoretical support.
Problem: Narrowing inclusive education only to disability disregards the broader view of diversity. Current practices to an extent neglect the value of human existence guiding reasoning on types of principles that could strengthen practices.
Methodology: Theoretical research through a review of related literature and reflections on practices were used. The normative approach implied in this discussion is value-driven.
Main Results: Fourteen principles were identified, grouped into two broad units: intrapersonal constituting the metaphysical and epistemological; interpersonal made up of social relationships and ethical principles.
Conclusion: This article has contributed to the theoretical understanding of inclusion as a philosophy in inclusive education based on principles and with support from MMR theory.
Key Words: Inclusion, Principles, PhilosophyDownloads
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