The type of participation promoted in schools is a constraint factor for inclusive education

Abstract

Developing enabling environments for learning and inclusive education could be reached at the pace that participation learning, since through participation, the conditions for diversity appreciation are given and, hence, the inclusive education. Nevertheless, in the school setting, authentic participation situations are limited. On this basis, a study was conducted to analyze children and teenager ideas related to participation in scholar environment. A survey was applied to 539 secondary education students of public schools in the metropolitan area of the city of Queretaro, Mexico. The results show that, even though school is the main scene recognized by the students to participate, their ideas thereon are constrained for the issuance of an opinion to be expressed in a specific manner, which limits development of enabling environments for learning and inclusive education.