Convergence of perspectives about policies in inclusive education

Abstract

The progress made in visualizing inclusive education as effective responses to the diversity and singularity of each student, within universal orientations of public policies, find resistance in categorial approaches with a focus on the characteristics and capacities of the students. Alternatively to contrasting approaches, and within the transformational spirit of the Educational Agenda 2030, we propose a multidimensional vision of inclusive education from six complementary perspectives: (i) as diverse and inclusive universalism; (ii) as key of a guarantee state; (iii) as the core of the education system; (iv) as facilitating learning opportunities; (iv) as the action of educators that love diversity; and (vi) as forging agreements about inclusion that convince and engage society at large.