Year: 2025
Type: article
Abstract: Reality shows that we live in a complex world, a diverse, multicultural society, where inclusive education is not only a fundamental pedagogical strategy, but also an ethical and social imperative, aimed at addressing the needs of all students, regardless of their abilities, circumstances or contexts, aimed at reducing inequalities, for access to an education of excellence and quality in accordance with the constitutional and conventional framework. In this sense, inclusion transcends educational policy; as a universal human right, that implies recognizing diversity in the classroom. The purpose of this opinion article is to explore inclusive education, understood as a strategic tool for addressing diversity, which contributes to a comprehensive education for the construction of a fair and equitable citizenship; Therefore, the crucial role of the development of socio-emotional skills for the academic performance of students is reflected as an intrinsic link that generates an accessible, equitable and welcoming educational environment that respects and values diversity, guaranteed by the transformation of educational institutions comparable to the ecosystem of integral development of each person through a flexible curriculum, teacher training, management and administration of resources, among other aspects. Keywords: Inclusive education, inclusion, diversity, equity, socio-emotional skills
Source: REVISTA MUCIN
DOI: 10.59333/mucin.e11.4
Author: María Dolores Elizabeth Ramos Hernández
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W4408320447