Policies, practices and inclusive culture in the educational process of children with Down Syndrome

Abstract

The way in which the difference is appreciated is a conscious and unconscious part of the way of being, acting and applying strategies, regulations and concepts around the educational care of children with Down syndrome and other disabilities. Therefore, providing education for all from an inclusive approach is the current slogan of social work worldwide that seeks to generate opportunities for cultural expression and educational accessibility. Presenting the thinking and action plan of elementary school teachers and experts on the subject is the central objective of this article, along with inclusive policies and theories associated with the learning of children with Down Syndrome. For which, the IAP actionparticipatory research method of the sociologist Pragmatism paradigm was used, trying to understand the educational situation to improve and at the same time proposing solving ideas with the support of the investigated subjects, analyzing their discourse through techniques such as semi-structured interviews and focus groups where the interaction scheme will be part of the educational context. Finding that the family and social context where the child emerges positively or negatively influences their future development, coupled with the perspective and knowledge that is provided at school and in each of the social spheres of interaction. Undoubtedly, inclusive education is reflected in inclusive classroom practices that teachers guide on a daily basis, in local, national and international educational policies that promote diversity, equality and equity; in the guidelines of different entities and in the mental representations of all those involved in the process that contribute to the continuous improvement of society.