Abstract

ESCARBAJAL-FRUTOS, Andrés; CORBALAN-PALAZON, Puriñcación  and  ORTESO-LNIESTA, Paloma. Educational Inclusion Analysis in Vulnerable Contexts. Rev. colomb. educ. [online]. 2020, n.78, pp.361-382. ISSN 0120-3916.  https://doi.org/10.17227/rce.num78-6776.

Considering how important it is to stablish an educative system capable of responding to the dynamic society in which we life, as it is the educational inclusion approach, in this research article, which belongs to a larger investigation, is exposed the analysis of the capacity to develop an inclusive education, in three Elementary Schools in The Region of Murcia. For that aim, it was carried out an analysis of school's context, through an adapted version of the questionnaire "Self-evaluation of Centres for the Diversity Attention from nclusion" which was developed by Arnaiz and Guirao (2015). The results show a compatibility with developing inclusive ideals in the studied centres, also have been detected statistically significant differences, which show the importance of continue working on the construction of an inclusive society. In the same way, the correlational study with regard to the educative community values and the educative response, reveals the existence of positive correlations between higher levels of inclusive competence in the schools and the development of inclusive values in the educational community.

Keywords : inclusion; self-assessment, attention to diversity, quality, educational process.

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