Analysis of Pedagogical Situations to Promote Inclusive Education

Abstract

The purpose of this study was to assist school personnel in planning and organizing the integration of students with special needs. Group interviews and analyses of pedagogical situations have helped implement and document the progressive integration of students with disabilities from special classes into regular classes as well as increase the level of collaboration among all the parties involved. This article will focus on the analysis of the conditions that promote inclusion. It will analyses the best collaboration practices to be put in place and a procedure which entails exchange meetings, listening, and understanding. In addition, it will focus on the creation of a bond of trust among the various members of the personnel including the school management. Results show that the school staff, as a whole, wants to ensure that all students are given the best opportunities to achieve educational success and this goal is kept in mind when they prepare integration. Furthermore, teachers are concerned about generating a positive perception about inclusion among their peers who teach in regular classrooms.