The Framework of Attention to Diversity with an Inclusive Outlook is a necessary reference and present in the reality of our works and needs to continue to be enriched by the reflections and practices that favor the educational attention to each and every one of the children and young people. The document produced by the Team of Education and Evangelization gathers what has been done up to now and looks towards the future in a task as complex as it is exciting in which we Marist educators put our maximum effort and dedication.
The plan begins with the why and wherefore of this referent with an Inclusive Look. This look is based on the roots of the Institution, since Marcellin Champagnat is present in the peripheries and vulnerable environments. In the Marist Province of Compostela we develop our educational and evangelizing activity by making a family spirit a reality in which all children and young people have a place, turning our schools into “homes of light”. We educate to BE in a diverse world, and diversity is at the same time a necessity, a value and a challenge for everyone, which not only affects our students but also the families and the educators themselves.
We cannot forget that this plan creates synergies with other plans and programs of our Province, aligning itself completely with our Marist Educational Model.
Inclusion is a systemic process of transformation and innovation in which we highlight three key aspects:
– Ensuring presence, participation and progress in learning.
– To guarantee an equitable education that favors the personalization of learning.
– It is a quality indicator for our schools.
The historical trajectory until reaching this Inclusive Look places us today in the Sustainable Development Goals, especially in SDG4, which involves creating inclusive cultures, establishing favorable policies and developing practices, detecting and eliminating barriers that limit the process of moving towards a more inclusive horizon. The contributions of the LOMLOE in this aspect also facilitate and promote this progress.
Moreover, from this inclusive perspective, it makes special sense to establish measures that favor attention to diversity aligned with the four transformations of the monitoring and evaluation tool of our Educational Model:
– those affecting the curriculum, methodology and evaluation, in which the Universal Design for Learning (UDL) is presented as an approach conducive to addressing the variability of the student body together with all the tools included in our EMEM.
– the change in the role of the student and the teacher. The inclusive approach promotes dialogical interactions, which favors the development of socioemotional competencies that influence learning.
– those related to the policy dimension that affect classroom organization and grouping and that should be applied according to each circumstance and context to try to adapt teaching to the different learning rhythms, needs and interests of the student body.
– Finally, measures that have an impact on spaces, since the pedagogical use of spaces invites us to reflect on their design and accessibility.
It is clear that we are facing a “school on the move”, “living communities”, which has before it a journey towards improving its capacity to respond to diversity. A complex journey that requires working together, but which is exciting and in which we put our best efforts and dedication to advance day by day.
Webinar presentation of the Inclusive Diversity Framework: you can watch it here.
