The teaching practice that teachers develop in the regular classroom, in which children with motor, intellectual, sensory or multiple functional diversity may be included, is based on the conception of “the strategies, instruments and actions that the teacher carries out in the classroom to guide the teaching-learning process, with the aim of developing various competencies in the student” (Zambrano, 2018, p. 70) therefore, it is necessary to keep in mind the diversity referred to every person who is part of the broad spectrum of different individuals that exist and is considered a matter of human dignity and rights. (Romañach and Lobato, 2005). Thus, in the case of school, the teacher seeks for the child to achieve self-reflection in the present context, without ignoring the culture that surrounds him, framed in the concept of inclusion that has to do, as indicated by Deliyore (2016), not only with students with diversity due to biological, cultural, religious, ethnic or economic characteristics, but to all students in the classroom who can learn and help each other with effective instruction and strong support.

Regarding inclusion, there are many postulates that are raised from the research, finding relevant advances in relation to the reflection that is carried out on the approach and the role of the teacher in the classroom, from disinterest to the participation of the student, as an agent. active of their own actions in the classroom, thus the trend is in favor of good practices that achieve productive teaching and learning results, not only for the student but for the family and the community, such as respect for diversity and differences individual.

However, it is necessary to visualize the importance of the relationships between what the State determines and what is developed in the classroom, from the implementation of strategies and models that favor equity, with inclusive strategies suggested through the use of appropriate physical spaces. for the application of pedagogical strategies, the use of specific instruments for skills such as reading and the support of the community in general to achieve inclusion. It is not only the teacher’s strategies, but all his knowledge, experience, practice and attitude, which makes educational institutions and the community in general observe achievements in their children’s learning and wish to be participants in this inclusive process, favoring the networks between the city’s public policies and inclusion towards diversity.

Thus, the work of the teacher in class, in his pedagogical exercise in the classroom and in the adjustments he implements in his pedagogical practice, requires to be linked with State policies, such as those mentioned in the Individual Plans for Reasonable Adjustments defined in the Decree 1421 of 2017, which are defined from “the actions, adaptations, strategies, supports, resources or necessary and appropriate modifications of the educational system and school management, based on the specific needs of each student” (p. 4), as a fundamental element in the comprehensive development of this population, by promoting participation in their context and favoring their sociocultural conditions, which is guaranteed and assured by statutory law 1618 of 2013, regarding the “effective exercise of the rights of people with disabilities.” , through the adoption of inclusion measures, affirmative action and reasonable adjustments, eliminating all forms of discrimination based on their disability” (p. 1).

In accordance with these conceptions, the approach focused on quality of life is resumed, as mentioned by Mesías and Polanco (2016), from capabilities and functionalities, exposing the need to create a new conception regarding functional diversity, which goes beyond the abilities and disabilities that an individual may present. This model is based on the search for full dignity, both extrinsic and intrinsic, of all women and men, including those who have a specific functional diversity of groups of individuals that we can group and call people with: physical functional diversity, visual functional diversity, auditory functional diversity, mental functional diversity, intellectual functional diversity, organic functional diversity, etc.

In conclusion, the concept of inclusion has gone beyond the barriers of the classroom and has transcended, generating political impacts, in which there is no longer a “them and the others” (Deliyore 2016, p.46), Taking into account the above , school inclusion processes are given by elements that allow people with functional diversity to be included in classrooms under equal and equitable conditions, ordering that public entities at the national, departmental, district, and municipal levels, within the framework of the National Disability System, have the responsibility for the real and effective inclusion of people with disabilities, ensuring that all policies, plans and programs guarantee the total and effective exercise of their rights in an inclusive manner.

Maria Tatiana Ramirez Lozano
Teacher – Researcher
Speech Therapy Program – Medellín Headquarters