Inclusion in the Educational System

Abstract

This document arises in response to the need to clarify the epistemic nature that defines the inclusive education model and to begin to differentiate it from the term Special Education due to the limiting repercussion that it focuses in light of the transformations and tensions in force in Latin America, the problem is recognized epistemological and pragmatic associated with the development of this model, offering a detailed analysis to initiate the initial proposal of a theory of inclusive education, concludes by commenting on the current nature of the measures and proposals in light of this model, which without a doubt print a reductionist character and colonialize the sense of an epistemology consistent with this model beyond special education.