Abstract
In this chapter, I present findings from two school visits that I conducted as part of an ethnographic research on inclusive education in Colombia, South America. In Colombia, inclusive education has been a legal right since 1994. Furthermore, in 2011 Colombia ratified the Convention of Rights of Persons with Disabilities thus demonstrating a commitment to inclusive education. However, the real picture shows that the participation of all children in education is far from a reality in this country and that certain groups remain excluded from the education system. One such group are children with SEN/disabilities, a staggering percentage of which is currently out of school. Interestingly, there is limited systematic research on inclusive education in Colombia. With my ethnographic research, I explored a) inclusive education in practice b) teacher preparation for inclusive education and c) definition of inclusive education within this context. In this chapter, I will focus on the first point, and I will reflect on findings from visits to two very different Colombian schools, in order to generate some discussion regarding current possibilities and challenges in relation to the inclusion of children with SEN/D in education in Colombia.
| Original language | English |
|---|---|
| Title of host publication | Inclusive Practices, Equity and Access for Individuals with disabilities: |
| Subtitle of host publication | Insights from Educators across World |
| Editors | Santoshi Halder, Vassilios Argyropoulos |
| Publisher | Palgrave Macmillan |
| Number of pages | 21 |
| Publication status | Submitted - 1 Apr 2018 |