Differences between Integration and Inclusion

To understand the differences between integration and inclusion, from village high school it must be clarified that in the developed societies and in their educational communities, a vision consistent with social integration has been spreading in recent years, which, together with the laws introduced, make up a new educational model of attention to diversity.


From traditional concepts to inclusion 

In short, in the history of educational attention to diversity, there has been a shift from a welfare model to an educational model based on the principle of equality and in which the living and schooling conditions of people with some type of deficit or disability should not be different from the world of others.


The educational model changes fundamentally from the moment in which the boy and the girl and their disability cease to be the center, being the educational system itself the one that has to adapt to the personal characteristics of each student and give him the most appropriate educational response.


There is a tendency to abandon the concept of special education, since the term itself implies its acceptance as something different from the general educational fact, considering that all education must be "special", since education must adapt to the individual rhythm of each person.


This paradigm shift in education, which, at least theoretically, implies attending to the peculiarities of each student, to their needs, regarding their differences... constitutes the basic principle for social inclusion from the educational system, not only of the group of students with a disability but of any socio-cultural diversity. Currently and worldwide, the theory and practice of educational attention to diversity have moved from an integrated approach to one of educational inclusion.


The main differences between integration and inclusion


  • In integration, the daily life of students who suffer from some special needs must be normalized. On the other hand, inclusion must be treated as a human right where recognizing and valuing diversity must be the priority. Since heterogeneity is understood as normal, inclusion is addressed to all people.


  • Integration focuses on students with special educational needs, for whom certain supports, resources and professionals are enabled, while inclusion is based on a socio-community model in which the educational center and the school community are strongly involved, leading to improvement of educational quality as a whole and for all students. It is an inclusive organization in itself, in which all its members are trained to deal with diversity.


  • Regarding curricular adaptation, integration tries to ensure that it is developed in such a way that students with some educational disability have access. But inclusion in the educational curriculum tries to develop it so that everyone has access to the same content.


  • Integration supposes, conceptually, the existence of a previous separation or segregation. A part of the school population, which is outside the regular educational system, feels that it must be integrated into it. In this process, the system remains more or less intact, while those who must integrate have the task of adapting to it. Inclusion supposes a single system for all, which implies designing the curriculum, the methodologies used, the teaching systems, the infrastructure and the organizational structures of the educational system in such a way that they adapt to the diversity of the entire school population that the system handles.


In this way, flexibility and a methodology oriented to the rhythms and needs of the students is one of the main characteristics of inclusion, since it is the institutions that must adjust to the minor and not upside down, a key base applied by elementary school show low.


Location: United States

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