Deconstructing Disability and Inclusion: Moving Towards a True School for All
The debate on the concept of disability perseveres in our society, which continues to be impregnated by an empowering approach that perpetuates the oppression, discrimination and injustice exercised both against this group and other minority groups. Atthesame time, in the educational field the full...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2026 |
| País: | España |
| Institución: | Universidad a Distancia de Madrid (UDIMA) |
| Repositorio: | udiMundus. Repositorio Institucional de la Universidad a Distancia de Madrid |
| OAI Identifier: | oai:dnet:udimundus___::9ba611c4b6a0bf30297a8dea32347063 |
| Acceso en línea: | http://hdl.handle.net/20.500.12226/3317 |
| Access Level: | acceso abierto |
| Palabra clave: | ableism disability special needs inclusion inclusive education |
| Sumario: | The debate on the concept of disability perseveres in our society, which continues to be impregnated by an empowering approach that perpetuates the oppression, discrimination and injustice exercised both against this group and other minority groups. Atthesame time, in the educational field the full inclusion of students categorized as "students with special educational needs" is still pending; but this label, similar to what happens with the notion of disability, responds to the influence of ableism and it prevents progress towards the consideration of human diversity as a plural and enriching vision of the different conditions and individual differences that may exist. In this sense, this article reflects on this problem, proposing the construction of a true school for all that takes critical pedagogy as a reference to offer a fair and quality education that responds to the personal educational needs of each student |
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