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Diagnosis for School Inclusion in Teacher Training in One Higher Normal School in Mexico

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Universal Access in Human-Computer Interaction. Access to Media, Learning and Assistive Environments (HCII 2021)

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Abstract

Educational inclusion not only refers to the integration of students with disabilities, it also refers to the fact of minimizing or eliminating barriers that may represent a limitation for student learning and participation, that is, considering social and cultural diversity that influence the acquisition of expected learning, therefore when talking about inclusion, reference is made to the process through which the school seeks and generates the supports that are required to ensure the educational achievement of all students who attend it, and thus be able to guarantee equality of social conditions through education. The objective of this diagnosis was to identify the guidelines that allow an educational intervention assuming the inclusive education approach, rescuing elements such as: diagnosis of the group with which the intervention will be carried out, selection of educational materials and resources, trans-disciplinary work, and definition of the individual's profile for educational intervention. The work presented is an initial stage of a model of educational inclusion. The results obtained, as can be seen in the previous section, are satisfactory and allow us to corroborate the usefulness of the diagnosis presented.

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Author information

Authors and Affiliations

  1. Universidad Autónoma de Aguascalientes, Aguascalientes, Mexico

    Francisco Alvarez Rodríguez

  2. Escuela Normal Superior Federal de Aguascalientes, Aguascalientes, Mexico

    Romelia Chávez

  3. Universidad Autónoma de Baja California Sur, Baja California Sur, Mexico

    Mónica Carreño

  4. Centro Nacional de Investigación y Desarrollo Tecnológico, Morelos, Mexico

    Olivia Fragoso

Authors
  1. Francisco Alvarez Rodríguez
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  2. Romelia Chávez
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  3. Mónica Carreño
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  4. Olivia Fragoso
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Editor information

Editors and Affiliations

  1. Foundation for Research and Technology – Hellas (FORTH), Heraklion, Crete, Greece

    Margherita Antona

  2. University of Crete and Foundation for Research and Technology – Hellas (FORTH), Heraklion, Crete, Greece

    Constantine Stephanidis

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Alvarez Rodríguez, F., Chávez, R., Carreño, M., Fragoso, O. (2021). Diagnosis for School Inclusion in Teacher Training in One Higher Normal School in Mexico. In: Antona, M., Stephanidis, C. (eds) Universal Access in Human-Computer Interaction. Access to Media, Learning and Assistive Environments. HCII 2021. Lecture Notes in Computer Science(), vol 12769. Springer, Cham. https://doi.org/10.1007/978-3-030-78095-1_1

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  • DOI: https://doi.org/10.1007/978-3-030-78095-1_1

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-78094-4

  • Online ISBN: 978-3-030-78095-1

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