Construcción de espacios inclusivos desde la enseñanza de la lengua castellana y el diseño curricular flexible

Abstract

The educational institution has support systems in place that strengthen inclusion processes. These include, first and foremost, an inclusion support teacher for each academic session. In the case of the morning session (where the internship took place), the teacher in charge is Professor Martha Liliana Quintana. Her valuable contribution to the institution is evident in her constant support for each student with a disability, thus strengthening their educational process and fostering a necessary connection between their family and academic environments. Furthermore, the teacher actively promotes integration with the school's staff, primarily the teaching personnel, to create an inclusive and collaborative school environment. Additionally, within this framework, the institution also has physical spaces that are considered part of the support system, as these are used to provide direct attention and assistance to students with disabilities. The first of these spaces is the support office, where the inclusion support teacher carries out all her activities related to assisting students and parents. However, this space has also become a place where students with disabilities gather to share with one another, providing them with an environment where they feel safe, heard, and included. The second space within the support system is a classroom designed to address the educational needs of students whose cases require more specialized attention. However, the school is currently in a transition process regarding these classrooms, as the primary objective is to provide all students with disabilities a place within mainstream classrooms