INCLUSIVE EDUCATION AND REAL PRACTICES OF IMPLEMENTING THE PIAR

Abstract

Inclusive education in Colombia constitutes a differentiated pedagogical approach that seeks to guarantee the right to a quality education for all, valuing and recognizing diversity. The use of tools such as the Individualized Plan for Reasonable Adjustments (PIAR) translates the information addressed with each student with specific support needs into concrete solutions in the classroom. However, gaps, tensions, and obstacles exist that deserve recognition and reflection, posing administrative, epistemological, pedagogical, and ethical challenges to consolidating a truly inclusive education. Therefore, the objective is to analyze the implementation of the Individualized Plan for Reasonable Adjustments (PIAR) in educational inclusion processes, focusing on pedagogical practices and teachers' perceptions of its use in the classroom. This essay was conducted using a qualitative approach and an interpretive paradigm, leading to the reflection that inclusion does not begin solely with the decree or legislation that regulates Colombia, but rather with the teacher's perspective in the classroom. Therefore, initial teacher training enables the practical use of tools and instruments to improve practices, and subsequently, the completion of forms such as the Individualized Education Plans (IEPs). At the same time, the lack of sufficient resources is acknowledged, making it imperative to provide classrooms and infrastructure with adequate resources, review workload and classroom overcrowding, given the importance of time dedicated to individual attention, and support families and their respective medical processes regarding health and well-being, which contribute to each student's success, as this is a collaborative effort.