Enseñanza de la historia e inclusión educativa: la experiencia de tener dos alumnos ciegos en mi aula

Abstract

This article deals with the relevance of teaching history as a promoter of the educational inclusion of two blind students in a regular secondary school. It was based on the idea that the current school curriculum tends towards exclusion, inequality and social injustice. However, the curriculum can foster the process of educational inclusion if the relevant modifications are made in the different elements that compose it.The intention in this article is to describe how we sought to promote an inclusive culture within the classroom. However, in spite of the planning and the work environment that was promoted, theantecedents marked certain excluding practices, mainly at the beginning of the school cycle.At the end of the day, this project had satisfactory results as it managed to promote some inclusive practices among the group, developed learning of the different students, that is to say, with or without disability and increased the participation of the blind students, contributing to the process of educational inclusion. In addition, it was shown that didactic strategies and historical contents allow students' historical thinking to develop.

Keywords

• teaching history
• educational inclusion
• the blind
• historical thinking