Le politiche e le didattiche inclusive nel mondo
Lucia de Anna
The Salamanca World Conference (1994) was a very important moment, which opened the debate on inclusive education in the world. The next step was the United Nations Convention on the Rights of Persons with Disabilities (2006), which enshrines the rights of persons with disabilities, focusing on education policies. In this article we are going to consider three countries, Brazil, Senegal and Taiwan, which, at different times and in different ways, are experiencing inclusive schools, translating the principles of the United Nations Convention into policies and education practices. The inclusive dimension is developing through the transition of institutions and special schools to mainstream schools that address the needs of all students, taking into account the differences and specificities of everyone. Such schools encourage models of alternation and mutual cooperation in order to build relationships between peers and to make learning and knowledge accessible for all (from a pedagogical and didactic perspective).
The goal is the overcoming of prejudices and stereotypes and the abolition of every form of exclusion by means of education capable of reaching everyone in order to build an inclusive society.
