Transformation of school culture in the face of inclusive education

This book presents the results and reflections of the research "RECOGNITION OF THE TRANSFORMATION OF THE SCHOOL CULTURE WITH RESPECT TO INCLUSIVE EDUCATION", which allows recognizing the transformation of the school culture with the implementation of the policy of inclusive education, in an official school in the municipality of Lejanías Meta; taking into account the analysis of educational practices, curriculum, coexistence relations, the information provided by the different actors of the educational process, the documentary review of institutional policies and procedures. Throughout the process, it is concluded that the educational institution is in transit from integration to inclusion, since there is still evidence of pedagogical practices that classify, segregate and exclude students according to their conditions, showing a gap between theory and practice with respect to inclusive education policies in Colombia.

Autorentext

Mary Luc Arenales Velasco, 1978, Contratación, Colombia. Licenciada en Educación Básica, Instituto Superior de Educación Rural, Pamplona. Magister en educación. Docente.Sandra Yamile Romero Montilla, 1981, San Juan de Arama, Colombia. Administradora financiera, U. del Tolima. Esp. Gerencia de instituciones educativas. Magister en educación.

Klappentext

This book presents the results and reflections of the research "RECOGNITION OF THE TRANSFORMATION OF THE SCHOOL CULTURE WITH RESPECT TO INCLUSIVE EDUCATION", which allows recognizing the transformation of the school culture with the implementation of the policy of inclusive education, in an official school in the municipality of Lejanías Meta; taking into account the analysis of educational practices, curriculum, coexistence relations, the information provided by the different actors of the educational process, the documentary review of institutional policies and procedures. Throughout the process, it is concluded that the educational institution is in transit from integration to inclusion, since there is still evidence of pedagogical practices that classify, segregate and exclude students according to their conditions, showing a gap between theory and practice with respect to inclusive education policies in Colombia.