Assessment of the inclusion index in five schools of the municipality of Cajicá-Cundinamarca, Colombia

Abstract

Inclusive schools represent a favorable framework for ensuring equal opportunities and full participation. This research seeks to characterize five educational establishments around the inclusion index considering: inclusive cultures, policies and practices. The action research is developed within the framework of ethnomethodology through the application of the Inclusion Index Assessment Questionnaire (CVI) to social actors (50 subjects) as a teaching team, student council, students, families and other members of the educational community. The results show that this type of education invites educational establishments to carry out a critical analysis on what can be done to improve the learning and genuine participation of all students in school and in their territory. Keywords: inclusive education, inclusion index, educational management.