Educación inclusiva y planes de implementación progresiva en dos municipios de Santander

Abstract

Statutory Law 1618 of 2013 contains normative provisions to safeguard “the full exercise of the rights of persons with disabilities”, with obligations in charge of public entities to protect, among other rights, that of education as stated in its Article eleven. Previous law regulated by Decree 1421 of 2017 under the principles of inclusive education, supported by constitutional canons and other laws. Orders the Certified Territorial Entities (ETC) in education to build Progressive Implementation Plans (PPI) from an administrative, technical and pedagogical point of view, and must include strategies and actions to comply with educational care for the population with disabilities. Government measure to guarantee the progressive incorporation of the inclusive education approach, the elimination of the special education model, as well as determining budget allocations to make the right to education effective for all. Therefore, the research project on the relevance of the PPIs of two Certified Territorial Entities began: Piedecuesta and the Government of Santander, through a qualitative descriptive methodology based on documentary analysis and field work; whose main objective is to provide elements of analysis, recommendations and proposals for adjustments, if necessary. The question about the relevance of PPIs to satisfy the territorial educational attention of students with disabilities was based on the Human Rights Based Approach, on the theory of otherness and on the theory of social justice, the advances of which are presented in this article.