Abstract escrito académico en Ingles Glosario de Abstract.pptx

Escrito académico de ingles
Abstract

1. REPÚBLICA BOLIVARIANA DE VENEZUELA UNIVERSIDAD PEDAGÓGICA EXPERIMENTAL LIBERTADOR VICERRECTORADO DE INVESTIGACIÓN Y POSTGRADO COORDINACIÓN DE EXTENSION Tema III Abstract escrito académico en ingles Glosario del abstract   Autor: Mayerlin Chávez CI: 17460538   Postgrado en Gerencia Educativa Maracaibo, Abril de 2023 Facilitador: Mireya Colina

2. The Right to Inclusive Education Abstract We understand and defend that an inclusive education encompasses all subjects, recognizing education as a right of all human beings, which makes it go beyond disability, where the role of all educational actors It's essential. Since these function as a network that enables communication, cooperation and putting ideas into action. It is not about an achievement but about being permanently in the process of transformation, taking a position that enables the creation, maintenance and improvement of the necessary conditions for the teaching and learning of all the girls who inhabit the school, not only thinking in their entry but also in the permanence and in the exit as an opening to new possibilities. Thinking about inclusive education implies positioning education as a supreme good for all girls and young people, without distinction, to which public policies must respond and on which the school must be reconfigured under a constant search for the fulfillment of said right. We understand and defend that an inclusive education encompasses all subjects, recognizing education as a right of all human beings, which makes it go beyond disability, where the role of all educational actors It's essential. Since these function as a network that enables communication, cooperation and putting ideas into action. It is not about an achievement but about being permanently in the process of transformation, taking a position that enables the creation, maintenance and improvement of the necessary conditions for the teaching and learning of all the girls who inhabit the school, not only thinking in their entry but also in the permanence and in the exit as an opening to new possibilities. Thinking about inclusive education implies positioning education as a supreme good for all girls and young people, without distinction, to which public policies must respond and on which the school must be reconfigured under a constant search for the fulfillment of said right.