Entre la diferencia y la inclusión: Una revisión a los aportes metodológicos de la educación inclusiva en Colombia

Abstract

In this article, trends were identified in the strategies developed in Colombia to address inclusive education processes for the population with special needs. Methodologically, it was based on the hermeneutic or explanatory paradigm, under a qualitative approach; consistent with this approach, the information was collected through a document review instrument; The sample consisted of 20 articles or texts alluding to Inclusive Education. In order to order and present the results, they were grouped into the following categories: Inclusive education policies or strategies implemented in Colombia, Inclusive education strategies for teachers, Inclusive education strategies for adolescent children or students with special educational needs. It is concluded that, in Colombia, policies and strategies have been determined aimed at strengthening inclusive education processes in attention to the population, but greater effectiveness is required on the part of the entities involved.