the idea that people with
disabilities well are you
sensory or cognitive cognitive
any order are included in the
educational public service is an idea
that enjoys today a wide
acceptance in the national community and
international let’s say there would not be
an important resistance when thinking that
a person blind a deaf person a
person with cerebral palsy on chair
of wheels and so on
had access to regular education
because we consider that these people
have the right to be included in the
education
public
since the 90s especially there was a
remarkable international influence in pro
of educational inclusion we could not
appoint the world conference of the
education for all that was celebrated
in john who thailand
subsequently the declaration of
salamanca that was called by the
unesco and the Spanish government and it was
signed by 92 world governments in the
which was defined that people with
disabilities were people with
special educational needs and in
that measure should be addressed in the
educational public service attending
these educational needs
later the conference of the
united nations about people with
disability or the world report of the
disability of the world organization
of health have followed this same line
let’s say the inclusion of people
with a disability that has happened in
colombia that has happened in our country
in our country has also been welcomed
this trend as a policy from
the general education law is
including a complete article where
speaks of the educational inclusion of
people with limitations used that
word in law with limitations
exceptional talents after that
law
there were different regulatory decrees
however the most important milestone in
terms of the educational policy in
colombia it seems to me is more recent is
with the law 16 18 of the year 2013 that is a
statutory law in which they are guaranteed
the full social rights of the
people with disabilities within those
rights are included the rights to
education we are still living in
these years the regulations
corresponding
regarding educational inclusion well
so
think that a blind person should go to
an institution specialized in
attention of blind people or a
deaf person must go to an institution
for the deaf or a person with syndrome
of dawn must go to an institution to
dawn syndrome is no longer the idea anymore
accepted is not the idea that has more
welcome in social terms or in
professional terms because because
generally think the attention to the
disabled people if it leads to a
lifelong institutionalization of
these people with disabilities with the
consequent marginalization of life
social and the possibility of
develop a vital project
then this scenario for that a
ideal scenario is to say one would say
educational inclusion is perfect there
an international consensus that has also
been welcomed nationally has been
developed a policy there is a law
statute on the subject of the
inclusion
then educational inclusion flows
adequately in schools but
we know that this is not the case in the
actually this does not work well why
because culture also has to go
accompanying this political change is not
enough with a change in policy
a cultural change is necessary and in
this in this cultural change the
professionals that we work with
disability we have a role well
important
in the culture they circulate multiple
social representations about the
phenomena of any phenomenon these
social representations define us the
way we understand a phenomenon and
the way we act in front of that
phenomenon in the case of disability or
of inclusion defines the way
we understand that disability or it depends
we understand that inclusion and in
Accordingly the way we
we behave with respect to it the
disability professionals
we are also part of the culture and
be part of the culture we also have
representations about the
disability
this is very important because
depending on the representations that
we have let’s act not only in the
personal plane
it happens to all of us
but the professionals are also
representations influence the plane
professional in our performances
professionals
I’m going to tell you some stories about the
experience that I have had working in
these years in the problem let’s say it
so from the educational inclusion the first
time I was going to do a process of
inclusion with a person with
disability it was a girl ‘s
12 years old a girl who had a paralysis
cerebral toxic tf very functional
he walked independently spoke a
voice tone a little low but audible
a smart girl so here comes the
first big questioning and what does
a 12-year-old girl with these
characteristics in an institution of
special education and rehabilitation
urgently take it to educational inclusion
You have to take her to a school
to continue its process
then we started working with the
We started preparing it, we worked with
his family we locate an institution
education where they had studied their
two older sisters had graduated
there and the school was close to his
home but the big public school more
of a thousand people over 1000 students
at school like it was the first time
that I was doing an inclusion process
educational told us advise as those of
a national expert on the subject and this
was what the expert told me
the recommendation that he gave is that
school was not suitable for
educational inclusion the legion group very
large in such a way that the inclusion
you had to make a small school to
make it easier for the girl and outside
easier also for the institution
the quiet uneasiness that left me this
recommendation
was referring to what is the objective of
educational inclusion if the goal of
educational inclusion is to do the
easy process
or if it is to produce more social change
great not only for girls in general
for society
there was a lot of talk about the principle of
normalization at that time that says that
you have to try to make the life of the
person as normal as possible according
to its characteristics and its
personal and social conditions
then my reasoning was not there
no reason any condition in the
girl so she can not go to a school
I did not understand that there was
no difficulty
then he heard the adviser and I know what
consider and the girl went to school
big we start the process in the
school that we had located we prepared
the directives the teachers the
future companions of the girl and we went
to the process of school inclusion a couple
of weeks after first advice with
the director of the group the director of the
group in which the girl was
and it left me out of base the restlessness of
the teacher I expected the
teacher will ask me how do I
handle this situation in the classroom how
I do to teach you such a concept that
It is making it difficult for me to promote
participation of the girl in
classroom activities and activities
schoolchildren in general but it was not the
concern that the teacher had in the
At the time the teacher’s concern was
How do I make the girl have the
right neck
I was engaged in very good faith
bent on trying to make the girl
had the right neck task that was
impossible because it was a condition
proper to his disability is to say she
will never have the right neck good
because the advice was oriented to that the
teacher understood that the student
with a disability she was a student and
that aspects
Physical rehabilitation is the leave to
physiotherapists to orthopedists to
the physiatrists and we focus
in educational inclusion properly
said
later in other processes
We work with teachers support
support teachers are teachers can
be educators special educators
psychologists sometimes speech pathologists
occupational therapists who are in
the schools that have inclusion for
favor the inclusion process this
support teachers bringing together the
boys who had disabilities and who
they were at school and they told them this
notice that the teachers of
support for
they told the students that the
problem and the success of inclusion
he depended on them for his effort
personal
teachers do not know about inclusion
teachers do not know about disability
they do not have to know
you are the one that has to be included
well here comes another great concern and it is
what is the purpose of the inclusion the
purpose of inclusion is that the
school stays the same
and that only by personal effort
people manage to stay in one
school
notice that they are
professionals who have some
representations and act based on
these representations the performance
problematic here is that its action
professional focused almost
exclusively in the attention of
own people with disabilities to
times your family
but the work with
teachers work with directives the
work in general terms with the
educational institution
well what happens then with one’s own
person with a disability turns out that there is
a person who is already included in a
successful process of educational inclusion
he is almost going to finish his baccalaureate
had gone very well and then he tells me what
following
if you see the narrative of what
says this person who has a disability
she thinks more or less like how
think the support teachers
that is, the important thing is
representation of self-improvement
then the success of the inclusion does not
is that schools have the
ability to include in that society
be inclusive etcetera but in that the
person can overcome their problems
not only associated with disability
as such when a wave in this
finds that there are many problems
more of psychological nature than she
same place of course people
with disabilities are also part of the
culture and they also have
social representations
so
notice that the process is coming
as in chain
disability professionals
not only those who work in
terms of educational inclusion all
those who work or work in
rehabilitation even professionals of
health
we have a very important role that
play here
because inclusion is not taking the child
to school but inclusion is
favor the development of a truly
inclusive society of a society
inclusive then
I invite you to do the following
questions all that are here
disability professionals
professionals who attend to
people with disabilities and those who do not
as well
let’s do the following
questions
first
I am aware of the important role that
I have in the construction of a culture
of inclusion
another question I recognize the
social representations that I have
about disability
and above all I recognize the way
these social representations influence
in my professional performance
we go with a third question
prompted changes in the institution
educational changes in practices
curricular
changes in pedagogical practices yet
changes in administrative practices
school so that the institution
education is increasingly more prepared
to serve people with
disabilities and without disabilities
and a third question
reinforces the idea
that educational inclusion is a
problem of the person with disability
and not from the educational institution and the
society
the answer to these questions will give us
tracks
about the way we like
professionals we are contributing
really in an inclusion and in a
educational inclusion in particular many
Thank you
[Applause]
disabilities well are you
sensory or cognitive cognitive
any order are included in the
educational public service is an idea
that enjoys today a wide
acceptance in the national community and
international let’s say there would not be
an important resistance when thinking that
a person blind a deaf person a
person with cerebral palsy on chair
of wheels and so on
had access to regular education
because we consider that these people
have the right to be included in the
education
public
since the 90s especially there was a
remarkable international influence in pro
of educational inclusion we could not
appoint the world conference of the
education for all that was celebrated
in john who thailand
subsequently the declaration of
salamanca that was called by the
unesco and the Spanish government and it was
signed by 92 world governments in the
which was defined that people with
disabilities were people with
special educational needs and in
that measure should be addressed in the
educational public service attending
these educational needs
later the conference of the
united nations about people with
disability or the world report of the
disability of the world organization
of health have followed this same line
let’s say the inclusion of people
with a disability that has happened in
colombia that has happened in our country
in our country has also been welcomed
this trend as a policy from
the general education law is
including a complete article where
speaks of the educational inclusion of
people with limitations used that
word in law with limitations
exceptional talents after that
law
there were different regulatory decrees
however the most important milestone in
terms of the educational policy in
colombia it seems to me is more recent is
with the law 16 18 of the year 2013 that is a
statutory law in which they are guaranteed
the full social rights of the
people with disabilities within those
rights are included the rights to
education we are still living in
these years the regulations
corresponding
regarding educational inclusion well
so
think that a blind person should go to
an institution specialized in
attention of blind people or a
deaf person must go to an institution
for the deaf or a person with syndrome
of dawn must go to an institution to
dawn syndrome is no longer the idea anymore
accepted is not the idea that has more
welcome in social terms or in
professional terms because because
generally think the attention to the
disabled people if it leads to a
lifelong institutionalization of
these people with disabilities with the
consequent marginalization of life
social and the possibility of
develop a vital project
then this scenario for that a
ideal scenario is to say one would say
educational inclusion is perfect there
an international consensus that has also
been welcomed nationally has been
developed a policy there is a law
statute on the subject of the
inclusion
then educational inclusion flows
adequately in schools but
we know that this is not the case in the
actually this does not work well why
because culture also has to go
accompanying this political change is not
enough with a change in policy
a cultural change is necessary and in
this in this cultural change the
professionals that we work with
disability we have a role well
important
in the culture they circulate multiple
social representations about the
phenomena of any phenomenon these
social representations define us the
way we understand a phenomenon and
the way we act in front of that
phenomenon in the case of disability or
of inclusion defines the way
we understand that disability or it depends
we understand that inclusion and in
Accordingly the way we
we behave with respect to it the
disability professionals
we are also part of the culture and
be part of the culture we also have
representations about the
disability
this is very important because
depending on the representations that
we have let’s act not only in the
personal plane
it happens to all of us
but the professionals are also
representations influence the plane
professional in our performances
professionals
I’m going to tell you some stories about the
experience that I have had working in
these years in the problem let’s say it
so from the educational inclusion the first
time I was going to do a process of
inclusion with a person with
disability it was a girl ‘s
12 years old a girl who had a paralysis
cerebral toxic tf very functional
he walked independently spoke a
voice tone a little low but audible
a smart girl so here comes the
first big questioning and what does
a 12-year-old girl with these
characteristics in an institution of
special education and rehabilitation
urgently take it to educational inclusion
You have to take her to a school
to continue its process
then we started working with the
We started preparing it, we worked with
his family we locate an institution
education where they had studied their
two older sisters had graduated
there and the school was close to his
home but the big public school more
of a thousand people over 1000 students
at school like it was the first time
that I was doing an inclusion process
educational told us advise as those of
a national expert on the subject and this
was what the expert told me
the recommendation that he gave is that
school was not suitable for
educational inclusion the legion group very
large in such a way that the inclusion
you had to make a small school to
make it easier for the girl and outside
easier also for the institution
the quiet uneasiness that left me this
recommendation
was referring to what is the objective of
educational inclusion if the goal of
educational inclusion is to do the
easy process
or if it is to produce more social change
great not only for girls in general
for society
there was a lot of talk about the principle of
normalization at that time that says that
you have to try to make the life of the
person as normal as possible according
to its characteristics and its
personal and social conditions
then my reasoning was not there
no reason any condition in the
girl so she can not go to a school
I did not understand that there was
no difficulty
then he heard the adviser and I know what
consider and the girl went to school
big we start the process in the
school that we had located we prepared
the directives the teachers the
future companions of the girl and we went
to the process of school inclusion a couple
of weeks after first advice with
the director of the group the director of the
group in which the girl was
and it left me out of base the restlessness of
the teacher I expected the
teacher will ask me how do I
handle this situation in the classroom how
I do to teach you such a concept that
It is making it difficult for me to promote
participation of the girl in
classroom activities and activities
schoolchildren in general but it was not the
concern that the teacher had in the
At the time the teacher’s concern was
How do I make the girl have the
right neck
I was engaged in very good faith
bent on trying to make the girl
had the right neck task that was
impossible because it was a condition
proper to his disability is to say she
will never have the right neck good
because the advice was oriented to that the
teacher understood that the student
with a disability she was a student and
that aspects
Physical rehabilitation is the leave to
physiotherapists to orthopedists to
the physiatrists and we focus
in educational inclusion properly
said
later in other processes
We work with teachers support
support teachers are teachers can
be educators special educators
psychologists sometimes speech pathologists
occupational therapists who are in
the schools that have inclusion for
favor the inclusion process this
support teachers bringing together the
boys who had disabilities and who
they were at school and they told them this
notice that the teachers of
support for
they told the students that the
problem and the success of inclusion
he depended on them for his effort
personal
teachers do not know about inclusion
teachers do not know about disability
they do not have to know
you are the one that has to be included
well here comes another great concern and it is
what is the purpose of the inclusion the
purpose of inclusion is that the
school stays the same
and that only by personal effort
people manage to stay in one
school
notice that they are
professionals who have some
representations and act based on
these representations the performance
problematic here is that its action
professional focused almost
exclusively in the attention of
own people with disabilities to
times your family
but the work with
teachers work with directives the
work in general terms with the
educational institution
well what happens then with one’s own
person with a disability turns out that there is
a person who is already included in a
successful process of educational inclusion
he is almost going to finish his baccalaureate
had gone very well and then he tells me what
following
if you see the narrative of what
says this person who has a disability
she thinks more or less like how
think the support teachers
that is, the important thing is
representation of self-improvement
then the success of the inclusion does not
is that schools have the
ability to include in that society
be inclusive etcetera but in that the
person can overcome their problems
not only associated with disability
as such when a wave in this
finds that there are many problems
more of psychological nature than she
same place of course people
with disabilities are also part of the
culture and they also have
social representations
so
notice that the process is coming
as in chain
disability professionals
not only those who work in
terms of educational inclusion all
those who work or work in
rehabilitation even professionals of
health
we have a very important role that
play here
because inclusion is not taking the child
to school but inclusion is
favor the development of a truly
inclusive society of a society
inclusive then
I invite you to do the following
questions all that are here
disability professionals
professionals who attend to
people with disabilities and those who do not
as well
let’s do the following
questions
first
I am aware of the important role that
I have in the construction of a culture
of inclusion
another question I recognize the
social representations that I have
about disability
and above all I recognize the way
these social representations influence
in my professional performance
we go with a third question
prompted changes in the institution
educational changes in practices
curricular
changes in pedagogical practices yet
changes in administrative practices
school so that the institution
education is increasingly more prepared
to serve people with
disabilities and without disabilities
and a third question
reinforces the idea
that educational inclusion is a
problem of the person with disability
and not from the educational institution and the
society
the answer to these questions will give us
tracks
about the way we like
professionals we are contributing
really in an inclusion and in a
educational inclusion in particular many
Thank you
[Applause]
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