INCLUSIVE EDUCATION AND ELT POLICIES IN COLOMBIA

INCLUSIVE EDUCATION AND ELT POLICIES IN COLOMBIA

1. INTRODUCTION

   • 1994
     • 92 Governments
       • They argued in favor of a move from integrated to inclusive education
         • Model of education that encompasses such diversity
           • Policies that can either
             • Facilitate
             • Prevent
             • The development of inclusive educative systems and practices
       • The achievement of better and more inclusive policies and practices
         • must be based in
           • Research
         • Poor financial resources
           • ideology socialization
         • COLOMBIA
           • The National Program
             • Implementing language policies
               • allow the inclusion
                 • All the languages
                 • Cultures present
     • 25 International organizations
     • Education
       • Provide quality basic education for everybody

2. THEORETICAL FRAMEWORK

   • INCLUSION
     • 4 elements
       • Process
         • A never-ending search for adequate forms to respond
           • to diversity
             • learn to live with
               • Differences
                 • to take advantage of them and to comprehend them
                   • to achieve sustainable changes
       • Identification and elimination
         • Barriers
           • which embrace
             • Personal
               • Social
                 • Cultural
             • Conditions
               • Resources
                 • that produce exclusion
       • Assistance and good school performances
         • Appropriate places
           • to achieve a better quality of their scholar experiences
       • Different perspectives
         • Some countries
           • A way to integrate children
             • with disabilities in the general education system
         • Other countries
           • Transformation of the education systems
             • to respond to the students’ diversity.
     • INCLUSION IS A HUMAN RIGHT
       • Different
       • pursues the creation of curriculums
         • as an opportunity to learn in several ways.
           • inclusion involves the cessation of putting minority groups in the midst of
             • those educative systems that claimed themselves as regular educative centers
     • Integration
       • Promotes adaptation processes in curriculums
   • INCLUSIVE EDUCATION
     • Inclusive education
       • Centers of education must recognize the educative practices
         • and the existent knowledge on the dynamics of the school.
       • Adopt an attentive attitude of analysis of the elements
         • that obstruct student participation
       • educative centers
         • make effective use of support assets and human resources
           • Inclusive schools should be:
             • flexible, informal, horizontal, participative, competent.
               • Framework for the Evaluation of Inclusive Educative Systems
     • Education
       • Construction of individual knowledges
     • Inclusion
       • Entails making effective human rights
   • INCLUSIVE EDUCATION IN COLOMBIA
     • MEN
       • The right to education and equality must be guaranteed to all Colombian citizens
         • The State propose
           • Develop organizational strategies
           • implement flexible and innovative teaching practices
             • that allow a personalized education
         • The State has the obligation to
           • ´prevent the victims of discrimination of any kind.
       • Established policies to regulate pedagogical support
         • with disabilities and exceptional aptitudes or talent
       • which doesn't allow
         • the access to education
           • for people with different conditions and disabilities.
     • Insufficient financial resources

3. CONCLUSIONS

   • Examine the topic of inclusion in elt in Colombia in regard to the policies
     • Inclusion in elt means to recognize
       • The local contexts and necessities
       • The local expertise and knowledge
       • The right to be different and to have access to education of quality and equal opportunities
       • The duty to learn about others
       • The students’ learning paces, desires, and needs
   • The policies are characterized
     • by the
       • instrumentalization of language teaching,
     • Standardization
       • Exclusion of local knowledge
         • Expertise
           • Minority groups
   • Characteristics
     • allow concluding that the
       • National Bilingual programme and Standards
         • do not facilitate the promotion of inclusive practices.

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