Strategies for Presuming Competence in the Inclusive School

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Author(s): Antonio J. Guijarro Expósito (University of La Laguna, Spain)
Copyright: 2022
Pages: 13
Source title: Instilling Diversity and Social Inclusion Practices in Teacher Education and Curriculum Development
Source Author(s)/Editor(s): Olga María Alegre de la Rosa (University of La Laguna, Spain)and Luis Miguel Villar Angulo (University of Seville, Spain)
DOI: 10.4018/978-1-6684-4812-0.ch003

Keywords: Gender & Diversity / Information Science Reference / Medicine & Healthcare / Teacher Education

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Abstract

Inclusive education in the school context is a permanent challenge for teaching staff in educational centres. An essential aspect within this inclusive process is to guarantee the adequate training of teaching staff and to attend to all the educational demands and needs of the child and adolescent population with a disability in an individualized manner. The process of adaptation and psychosocial adjustment to a disease considered chronic, or in much more complex situations, as occurs with so-called rare diseases, is a daily challenge for the affected people and their families. One of the most relevant issues within this adaptation process is the role of academic education, as an element that favours or facilitates inclusive processes. Based on a model that aims to offer a global vision of the psychosocial adaptation process, where various factors and variables from different dimensions are integrated and where healthcare, educational and social professionals all intervene.

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Strategies for Presuming Competence in the Inclusive School

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