let’s talk from my experience as
university professor
of the presence and absence of
people with disabilities in the
educational inclusion
and that’s bad as the pretexts for
talk this afternoon
as a university professor and I invite you
to a first reading
About this expression presence
and absence I propose that it be read from
wound
and that is not understood as antonyms like
the binary logic
of the opposites here presence and
absence are a unit
because people with disabilities
We are present in education
through the centuries and absence here
I invite you to read how those moments
where the person has been made invisible
but despite that absence there is a
paw print
well let’s try to track that or
she
in the information I had to read
on foot and friends
and I read them both
no summaries
you do not read this I read this and we do
an exhibition not our logic
new is
neither that of the scop and page
and in vigotsky I find the first
footprints and I will quote the leader man with
the American writer who has the
beautiful text that is called learning to
think with me
navajo vigotsky at school
American is one thing that is of
truly a surprising find
vigotsky for many years in
West was not read in that text and I’m going
to recover a dialogue between a girl
a baby and a child ayala I will call
carolina for sonority and beauty
from the name carolina to him juanito for
claim to claim that child
undisciplined we have then
joanito arrival of visit where carolina
and carolina says look at my parents
they brought gift clay
and invite johnny to do something he
takes the clay quickly makes a
ball and tells him made a peach what
hand delivery she touches him and
says look at what nonsense juanito this is not
it’s a peach, I’m going to teach you
make honduras
she takes a poquitico clay ago
a little ball and says look is the seed
pick up more clay and start to wrap it
and this is the meat that you eat that you
like then take another little bit and what
I wrapped them in their skin
Juanito resists and says I see them
same
and she says no no, do not look at what a pity
They are equal
he resists and tells him look you know that
Carolina makes a head is that clear
look I show you what a head is like
I start down the throat from inside
I make my mouth my teeth my lips
pushed out I make the box
cranial pulse around here formed the nose
and carolina says look at Juanito so
makes a head
he returns to give the fight
and he says but
I do it from the outside in already
you say you always stay outside
I do it from the inside out
she says , and he definitely
render and they say the look you know that
carolina I only know one way to do
things
she winner says no
before you knew a way
now you know two ways
have those tools the
teachers
we know that there is more than one method
we know that there is more than one school of
thought we know there are more than one
theory of knowledge and I’m still looking
footprints
and I’m going to talk because I ‘m not the only one
blind teacher and I hope not to be the last
there are blind teachers
like the doctor
rafael field sociologist of the university
javeriana teacher for many years
a great friend of mine henri economist
doctor in economics from the University of
valley also teacher
Galician doctor PhD professor at
the analyzes but the most famous of the
blind teachers is nicolás sounders fund
is an 18th century English teacher
Mathematics and physics
blind and taught optics
and those are the deer’s prints
as teachers and as students
and in philosophy there are three moments
1 the letter of the blind
that money is also given you 18th century
where he even poses a very debate
interesting about blindness
because he does not ask if the blind
know
if it is possible that they know or not the
question is
and he asks is how he knows
as you know
because he knows that there is a long debate in
philosophy about the
knowledge you have the ideal world of
platón of back to the reality
and you have the other side of the world
perceptual of aristóteles
there you have the two lines
and you also have
those philosophers
that voluntarily
they go blind
they renounce the vision in order to know
the world
all those footprints are there in the
pedagogy
and teachers we should know and
know them
because this is where I mark distance
when we started talking about inclusion
and to talk about inclusion we have to
talk about participation that are the
21st century processes that’s why the
definition of disability occurs in the
21st century
disability is the result of a
interact from an interact
of a person with a deficiency
understand blind person or persons
deaf
with the environmental barriers that you
prevent their participation
We are in a society to participate
that is inclusion
take part
the barriers the barriers we should
mitigate
the word that you like the most
and there are several elements to eliminate
those barriers and it’s not a single element
The reasonable adjustments are multiple
universal design
and barriers can be access to
physical or virtual environment
Attitudinal or cultural barriers
and we have assumed that in the
education the great barrier is the teacher
and the teacher training required
training and preparation
and that’s where I take distance because
education has a physical environment or
virtual
he has some knowledge he has knowledge
now what we need for the century
21 is the teacher of the twenty-first century
because if he is that teacher
if we are in trouble
but we have invested millions of dollars
in preparing and training teachers
and the inclusion still has great
debates to give
but there is also the text
but the text is also diluted in the
21st century and hypertext appears
the text and the hypertext also have
to be accessible
this is another reasonable adjustment and that is
depending on the inclusion
sometimes it’s easier to say that they are not
things or how things are not
Inclusion is not the earthly paradise
made in the image and likeness of the educator
special space neither of the therapist nor
of the teacher
that is not inclusion
inclusion is not preparing hell
to welcome the monsters
to the abnormal and the subnormal
good to the gifted either
the base is not inclusive inclusion is not
the paradise
inclusion is a process that in terms
Borges is like the rain or I
I would say that it’s like loving only
possible in the present now
or as yupanqui said in this communion
of loneliness
where do we meet
where we recover the difference for
dialogue to converse
because the student must be welcome
and the school has to be thought from
hospitality and the teacher before
prepare has to be available
to be willing to
and there is an ethical relationship
because the inclusion is for
make a better world
for everyone to make a fair world
well you will say cart theory
life friends
nothing, I am a teacher
and I work in the universities
and I find the difference and with
the diversity
look that there is logic is not the
student
it is not that other story that we walk
selling out there that is that kids
with disabilities they are bullying in
the school
that is partially true but also
I did bullying at school myself
and that they now call good bullying
ready in my name is yang lerman
for any message sent to me
from the comment that follow or by
what
I did bullying my companions
college girls
and I was a true student
well now as a university professor
many times I come to the classroom
came first that my students at
houses
I feel I have a gesture
it also seduces me in these screens
yes I think he shares that task with
many of my congeners
I have this gesture in class
sit here to check the screen to
look what is happening
because my students like all
students enter clueless they go
sitting down and some have fled in the
university that there is a teacher
blind is like they whisper like that
they look at the guy but the guy does not look at them
the guy suddenly turns around he
stop and start talking
like others are lost on your screen
cell phone
others to eat others to look at others to
fall in love and some other students
begin to put careful crash
the first thing that catches your attention
my students is that he asked them their
name and always called them by name
I can talk as you have realized
three hours in a row
ah
but the idea is not to admit that the
student between I get lost and not
dialogue exists then invited him to
talk and called him by his name that
It is the first thing that calls attention to
they
and begin to appear timidly
questions and I tell them look in my class
there is always going to be a space for
talk
I tell them we dedicate a class session
but that’s like wrestling
anything goes
I do not put restrictions on you
they ask what they want to ask and for
Of course they ask me everything and I
I answer everything
I’ve had courses
where for my class for the exercise of
my class
I put movies
and that part is fascinating because
then they watch the movies in
cart and clear each one of them has
his reading about the movie
here a comment about cinema
for everyone cinema for all is a
inclusion project not only for the
Development exercise and the challenge
technological not only for the
audio description but because it enhances a
dialogue between the person with
disability and their peers around a
story to a movie
this I feel with my students
talk about that movie
then there he took it out of its center
ay they move because I have a
reading of the image and of the history
And there, the thing gets more
interesting because then many times
the question is how it is not how it does
nothing nothing nothing that mambo
and then comes the million dollar question
come teacher you the sky or if you see
and I tell them look at that question is the only
ask that I never answer never
For two reasons
because if one day
I get to pay a compliment and tell him
some girl
It’s too little blue for so much sky
Compliment of Carlos Puebla seems beautiful
and it turns out that if I have done the compliment
of carlos puebla and precise the girl is
dressed in blue
what is the answer that man sees
but otherwise
the one towards dora is wrong it leaves me
crossed the chair the trash
walking I stumble to that dawn
then eternal doubt
eternal
Look
the challenge of inclusion is that
dialogue with the other is that encounter with
the other when a deaf child
the classroom arrives
it brings us the human experience more
beautiful
sign language
because it is the perfect combination of
intelligence and beauty
sign language
awakens in all children and in all
the girls
incredible potentials this is not
metaphor
and it’s true
it’s a language that speaks to you
from the silence from the movement
from the gesture from the look
is a coherent intelligent discourse with
structure and grammar
curiosity wakes up intelligence
the deaf child does not come to be included
It comes to propose a dialogue one
conversation a challenge
no to the speech pathologist no no it’s done
the
with children and girls to that
come to the classroom
I am dial hermen and I am going to give you the
thanks for your time and your patience
[Applause]
university professor
of the presence and absence of
people with disabilities in the
educational inclusion
and that’s bad as the pretexts for
talk this afternoon
as a university professor and I invite you
to a first reading
About this expression presence
and absence I propose that it be read from
wound
and that is not understood as antonyms like
the binary logic
of the opposites here presence and
absence are a unit
because people with disabilities
We are present in education
through the centuries and absence here
I invite you to read how those moments
where the person has been made invisible
but despite that absence there is a
paw print
well let’s try to track that or
she
in the information I had to read
on foot and friends
and I read them both
no summaries
you do not read this I read this and we do
an exhibition not our logic
new is
neither that of the scop and page
and in vigotsky I find the first
footprints and I will quote the leader man with
the American writer who has the
beautiful text that is called learning to
think with me
navajo vigotsky at school
American is one thing that is of
truly a surprising find
vigotsky for many years in
West was not read in that text and I’m going
to recover a dialogue between a girl
a baby and a child ayala I will call
carolina for sonority and beauty
from the name carolina to him juanito for
claim to claim that child
undisciplined we have then
joanito arrival of visit where carolina
and carolina says look at my parents
they brought gift clay
and invite johnny to do something he
takes the clay quickly makes a
ball and tells him made a peach what
hand delivery she touches him and
says look at what nonsense juanito this is not
it’s a peach, I’m going to teach you
make honduras
she takes a poquitico clay ago
a little ball and says look is the seed
pick up more clay and start to wrap it
and this is the meat that you eat that you
like then take another little bit and what
I wrapped them in their skin
Juanito resists and says I see them
same
and she says no no, do not look at what a pity
They are equal
he resists and tells him look you know that
Carolina makes a head is that clear
look I show you what a head is like
I start down the throat from inside
I make my mouth my teeth my lips
pushed out I make the box
cranial pulse around here formed the nose
and carolina says look at Juanito so
makes a head
he returns to give the fight
and he says but
I do it from the outside in already
you say you always stay outside
I do it from the inside out
she says , and he definitely
render and they say the look you know that
carolina I only know one way to do
things
she winner says no
before you knew a way
now you know two ways
have those tools the
teachers
we know that there is more than one method
we know that there is more than one school of
thought we know there are more than one
theory of knowledge and I’m still looking
footprints
and I’m going to talk because I ‘m not the only one
blind teacher and I hope not to be the last
there are blind teachers
like the doctor
rafael field sociologist of the university
javeriana teacher for many years
a great friend of mine henri economist
doctor in economics from the University of
valley also teacher
Galician doctor PhD professor at
the analyzes but the most famous of the
blind teachers is nicolás sounders fund
is an 18th century English teacher
Mathematics and physics
blind and taught optics
and those are the deer’s prints
as teachers and as students
and in philosophy there are three moments
1 the letter of the blind
that money is also given you 18th century
where he even poses a very debate
interesting about blindness
because he does not ask if the blind
know
if it is possible that they know or not the
question is
and he asks is how he knows
as you know
because he knows that there is a long debate in
philosophy about the
knowledge you have the ideal world of
platón of back to the reality
and you have the other side of the world
perceptual of aristóteles
there you have the two lines
and you also have
those philosophers
that voluntarily
they go blind
they renounce the vision in order to know
the world
all those footprints are there in the
pedagogy
and teachers we should know and
know them
because this is where I mark distance
when we started talking about inclusion
and to talk about inclusion we have to
talk about participation that are the
21st century processes that’s why the
definition of disability occurs in the
21st century
disability is the result of a
interact from an interact
of a person with a deficiency
understand blind person or persons
deaf
with the environmental barriers that you
prevent their participation
We are in a society to participate
that is inclusion
take part
the barriers the barriers we should
mitigate
the word that you like the most
and there are several elements to eliminate
those barriers and it’s not a single element
The reasonable adjustments are multiple
universal design
and barriers can be access to
physical or virtual environment
Attitudinal or cultural barriers
and we have assumed that in the
education the great barrier is the teacher
and the teacher training required
training and preparation
and that’s where I take distance because
education has a physical environment or
virtual
he has some knowledge he has knowledge
now what we need for the century
21 is the teacher of the twenty-first century
because if he is that teacher
if we are in trouble
but we have invested millions of dollars
in preparing and training teachers
and the inclusion still has great
debates to give
but there is also the text
but the text is also diluted in the
21st century and hypertext appears
the text and the hypertext also have
to be accessible
this is another reasonable adjustment and that is
depending on the inclusion
sometimes it’s easier to say that they are not
things or how things are not
Inclusion is not the earthly paradise
made in the image and likeness of the educator
special space neither of the therapist nor
of the teacher
that is not inclusion
inclusion is not preparing hell
to welcome the monsters
to the abnormal and the subnormal
good to the gifted either
the base is not inclusive inclusion is not
the paradise
inclusion is a process that in terms
Borges is like the rain or I
I would say that it’s like loving only
possible in the present now
or as yupanqui said in this communion
of loneliness
where do we meet
where we recover the difference for
dialogue to converse
because the student must be welcome
and the school has to be thought from
hospitality and the teacher before
prepare has to be available
to be willing to
and there is an ethical relationship
because the inclusion is for
make a better world
for everyone to make a fair world
well you will say cart theory
life friends
nothing, I am a teacher
and I work in the universities
and I find the difference and with
the diversity
look that there is logic is not the
student
it is not that other story that we walk
selling out there that is that kids
with disabilities they are bullying in
the school
that is partially true but also
I did bullying at school myself
and that they now call good bullying
ready in my name is yang lerman
for any message sent to me
from the comment that follow or by
what
I did bullying my companions
college girls
and I was a true student
well now as a university professor
many times I come to the classroom
came first that my students at
houses
I feel I have a gesture
it also seduces me in these screens
yes I think he shares that task with
many of my congeners
I have this gesture in class
sit here to check the screen to
look what is happening
because my students like all
students enter clueless they go
sitting down and some have fled in the
university that there is a teacher
blind is like they whisper like that
they look at the guy but the guy does not look at them
the guy suddenly turns around he
stop and start talking
like others are lost on your screen
cell phone
others to eat others to look at others to
fall in love and some other students
begin to put careful crash
the first thing that catches your attention
my students is that he asked them their
name and always called them by name
I can talk as you have realized
three hours in a row
ah
but the idea is not to admit that the
student between I get lost and not
dialogue exists then invited him to
talk and called him by his name that
It is the first thing that calls attention to
they
and begin to appear timidly
questions and I tell them look in my class
there is always going to be a space for
talk
I tell them we dedicate a class session
but that’s like wrestling
anything goes
I do not put restrictions on you
they ask what they want to ask and for
Of course they ask me everything and I
I answer everything
I’ve had courses
where for my class for the exercise of
my class
I put movies
and that part is fascinating because
then they watch the movies in
cart and clear each one of them has
his reading about the movie
here a comment about cinema
for everyone cinema for all is a
inclusion project not only for the
Development exercise and the challenge
technological not only for the
audio description but because it enhances a
dialogue between the person with
disability and their peers around a
story to a movie
this I feel with my students
talk about that movie
then there he took it out of its center
ay they move because I have a
reading of the image and of the history
And there, the thing gets more
interesting because then many times
the question is how it is not how it does
nothing nothing nothing that mambo
and then comes the million dollar question
come teacher you the sky or if you see
and I tell them look at that question is the only
ask that I never answer never
For two reasons
because if one day
I get to pay a compliment and tell him
some girl
It’s too little blue for so much sky
Compliment of Carlos Puebla seems beautiful
and it turns out that if I have done the compliment
of carlos puebla and precise the girl is
dressed in blue
what is the answer that man sees
but otherwise
the one towards dora is wrong it leaves me
crossed the chair the trash
walking I stumble to that dawn
then eternal doubt
eternal
Look
the challenge of inclusion is that
dialogue with the other is that encounter with
the other when a deaf child
the classroom arrives
it brings us the human experience more
beautiful
sign language
because it is the perfect combination of
intelligence and beauty
sign language
awakens in all children and in all
the girls
incredible potentials this is not
metaphor
and it’s true
it’s a language that speaks to you
from the silence from the movement
from the gesture from the look
is a coherent intelligent discourse with
structure and grammar
curiosity wakes up intelligence
the deaf child does not come to be included
It comes to propose a dialogue one
conversation a challenge
no to the speech pathologist no no it’s done
the
with children and girls to that
come to the classroom
I am dial hermen and I am going to give you the
thanks for your time and your patience
[Applause]
Please follow and like us: