Educational justice through Inclusion: the reconstructive function of educators between SEL and SEM.

Abstract

This paper, framed through the perspective of Special Education, investigates the critical role of educators in addressing the growing complexities of contemporary school contexts. It examines instructional differentiation as an inclusive pedagogical approach and aligns its principles with two widely recognized frameworks: Social Emotional Learning (SEL) and the Schoolwide Enrichment Model (SEM). The study presents an empirical case from a
firstgrade primary classroom, including students with disabilities and those with high cognitive potential. The synergistic integration of SEL, SEM, and differentiated instruction fostered a transformative, equitycentered learning environment, promoting individual strengths, supporting learners’ diverse needs, and nurturing a resilient, collaborative learning community.