A theoretical approach on inclusive education in honduras: Advances, obstacles and challenge

Abstract

The following theoretical-reflective article exposes the current panorama of inclusive education in the Honduras educational system. The basis of the analysis is documentary. The sources reviewed are different national laws, articles and reports that allowed demonstrating their advances, obstacles and challenges. The results show that there are multiple regulative elements to favor the right to teaching. However, the diverse normative do not establish mechanisms to serve vulnerable groups, since only to students in condition from a disability are considered. For this reason, the approval of public policies with an inclusive approach is demanded to solve legal voids and eliminate the exclusion gap in society.