Barreras que impiden la escuela inclusiva y algunas estrategias para construir una escuela sin exclusiones

Abstract

In this chapter the reader will find, first, my interpretation of the differencies between the concepts of integration and inclusion. I will develop how during the second half of the 20th. century neoliberal democracies, based on the principle of equal opportunities, developed social and educational integration practices for individuals and groups as long as they would contribute with certain conditions. Yet, by the end of the 20th century and in the beginning of the present one a social and educational movement on inclusion has been generated. It is based on the principle of equity or equivalent opportunities: the main issue is that different individuals and groups do not have to change previously in order to participate in social life. The cultural change means that the systems have to change in order to not exclude any individual nor any group by means of gender, ethnicity, handicap, disease, origin or religion.
Secondly, I discribe which have been the barriers that the speech movement and integration practices have originated so that these groups were not respected for their individualities nor could they participate in full right and responsibility to build an educational and social culture. 
Finally, in third place, I propose a series of pedagogical strategies which are essential to build a school as well as a society without exclusions, in which human rights are met.