Inclusive Practices In The School Context: A Look At Three International Experiences

Abstract

Nowadays, we need to focus on inclusive education for the future in order to achieve the objectives of sustainable development. The objective of this document is to discover three experiences carried out in different contexts: Quebec (Canada), Montevideo (Uruguai) and Valencian Community (Spain) that respond to the principles of inclusive education. The experiences are selected according to a series of criteria and attributes that good practices must possess in accordance with UNESCO: replicable, sustainable, innovative and effective. The first experience is inserted in a context of great cultural and linguistic diversity in which the family-school relationship has been favored through participatory workshops. The second experience takes place in a school that, after a diagnosis of the consequences of the COVID-19 pandemic, undertakes an institutional project based on the use of technology as an instrument of inclusion. The third experience takes place in a multi-grade classroom, in a rural context, in which students perform a children's opera with the help of teachers and the participation of families. In conclusion, some key reflections are presented as lessons learned and challenges encountered.