IMPACT OF INCLUSIVE EDUCATION ON THE ACADEMIC AND SOCIAL DEVELOPMENT OF STUDENTS IN A RURAL ENVIRONMENT

Abstract

This scientific paper aims to analyze the impact of inclusive education in rural areas of Colombia over the last six years. This is a context in which it is necessary to work not only on academic and social development, but also to enhance and guarantee high quality education, ensuring the inclusion of students with special educational needs (SEN) through the fundamental role played by teachers in rural areas, as well as the importance of promoting authentic human development invulnerable contexts. The school is not only a place for teaching but must also act as an agent of social change and become a nucleus for training and a focal point for community activity. In this sense, it is indispensable to implement educational policies that foster inclusive education and promote the development of a sustainable popular economy. Given that the issues concerning how it has been stipulated from the framework of the Political Constitution and in the National Ten-Year Education Plan, called ‘The road to quality and equity’ 2016-2026, aim to priorities the development of the rural population, reducing the gap between urban and urban education. Similarly, the Colombian Congress issued Law 115, the General Education Law (1994), Article 46 of which proposes inclusive education as an integral and equitable part, aiming at equal opportunities of access to educational services. This indicates that the country has sufficient legislative tools in place to endorse and commit to the right to education without distinction.