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Revista latinoamericana de educación inclusiva

versión impresa ISSN 0718-5480versión On-line ISSN 0718-7378

Resumen

ANDUJAR SCHEKER, Catalina. Reflections on the Contributions of the Salamanca Statement 25 Years Later. Rev. latinoam. educ. inclusiva [online]. 2019, vol.13, n.2, pp.111-121. ISSN 0718-5480.  http://dx.doi.org/10.4067/S0718-73782019000200111.

This article aims to reflect on the contributions of the Salamanca Statement and Framework for Action to inclusive education and how learning support is the key factor to respond to learning difficulties that students experience for several reasons, and thus enabling everyone to have success in their learning. For these purposes, the context in which the Salamanca Conference takes place and its contribution to a more just, equitable and inclusive education are briefly analyzed, dealing with the advances and challenges that exist today in the school context. The conditions necessary for inclusive schools are briefly presented with a special emphasis on learning support, which appears as common denominator of the best education systems in the world. As an example, some experiences that have been developed in the Dominican Republic in recent decades related to learning support and that have subsequently been assumed as public policies are presented. Finally, we reflect on the risks of a limited and segmented vision around the issue until we treat how inclusive education is being considerate today, within the framework of the Sustainable Development Goals and the 2030 Agenda of United Nations. Finally, we present the need for countries to adopt policies to promote comprehensive support frameworks in their education systems, in order to enable the learning of all children, without any exclusion.

Palabras clave : Education for all; Learning; Tutoring, Educational opportunities; Educational quality.

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