Personalisation and inclusion in education. How to proceed?

Abstract

Since the 1970s, educational policy in our country has been oriented towards the search for quality in the experience, both learning and participation, of pupils with special educational needs. These educational objectives invite us to reflect, from a multidimensional perspective, on the need to enhance the uniqueness of each individual pupil through a didactic approach that is not exclusively compensatory. The purpose of the following article is to reflect on the importance of identifying and promoting a competent and conscious use of personalised teaching tools and strategies, so that they can be a real opportunity to promote autonomy and individual abilities.