Inclusive education burst onto the global educational agenda at least three decades ago, making the world's education systems to revise its pedagogical principles. This educational form arose due to the recognition in many countries, including Argentina, that the educational systems were leaving many children out of school or giving a poorer education than the rest (Miles and Ainscow, 2008). The group of people with disabilities is one of the most disadvantaged groups, so, although inclusive education refers to all marginalized groups of education systems, in this article we will take special care of this group. A qualitative method with an ethnographic approach has been used to put the narratives of young people with disability in the school context. The study has been developed in four regular schools and four special schools in the Buenos Aires region of Argentina. In our study, we were able to identify at least three degrees of non-compliance with the right to inclusive education in the schooling of people with disability: exclusion, segregation and integration or exclusion in inclusion. Likewise, we try to analyze the pedagogical assumptions that these educational forms go through, viewing them through the perspective of inclusive education, understood as much as a pedagogical conception, as well as a right.
https://doi.org/10.15366/reice2020.18.1.004