The bases of the teacher formation focused on the inclusion

Abstract

Aim in this essay, built from a critical review of the literature, demonstrate that the thinking of a new process of teacher education involves a range of factors inter-relational, embodied in five basic guidelines, which are: 1) dialectical ownership of the concept of disability, not centered on the biologically of the individual, 2) need to establish a training process in which both the society and the rest of the population, including the disabled person, must turn to the assumption of an effectively united and democratic coexistence, 3) the deconstruction standard as a parameter guiding the relations and judgments made by the society; 4) emphatic nature of the necessary inter-relationship and dialogue between Special Education and Regular Education, 5)construction of a new school curriculum that includes diversity as producing knowledge and the many developments of our field on the environment around us. The resolution this highly complex architecture provides and do unveils the mystery of the teacher training focused on inclusion, whose answers are still in process of construction.