The pursuit of equity and inclusion as the norm of school focus for all: transitioning from compensatory to predominantly holistic approaches

Abstract

The article examines the evolution of reference models regarding factors influencing disabilities and Special Educational Needs (SEN) in school contexts, alongside the broader transition of educational settings from segregative to integrative and inclusive approaches in basic schooling environments. These models and choices have shaped empirical evidence and shifted the focus of education and training systems towards more inclusive environments, considering the impact of school contingencies on individual outcomes.

Moving forward, the analysis explores these contingencies and the dynamic interaction between individuals and their environments in shaping teaching and learning conditions and opportunities. The authors stress the importance of utilizing empirical evidence to develop strategies for teaching in inclusive school settings. This analysis covers all components of what is considered the pedagogical core for school environments, emphasizing the interconnectedness of these elements and their implications for practice and research.

In conclusion, the article reflects on the persistence of outdated or distorted scientific frameworks and reference data within the common discourse, highlighting the necessity of updating and differentiating them for research, education, and the training of school practitioners.