Didactics for inclusive education. A view from the individual plan of reasonable adjustment in secondary education

Abstract

Inclusive education is an approach that implies equitable and accessible participation in learning. It is therefore considered a challenge in the pedagogical and didactic work of educators, who are responsible for all aspects of the teaching process within the formal education system. For this reason, the present study aims to generate a theoretical approach to didactics for inclusive education from the perspective of designing an Individualized Education Plan (IEP) in secondary education at the Carlos Ramírez Paris Educational Institution, Don Bosco 88 campus, Cucuta, Norte de Santander. To this end, a study was conducted using the interpretive paradigm and the hermeneutic method, with the participation of six (6) informants. The information was collected through semi-structured interviews, and the selected method was used for analysis and categorization. A distinct didactic approach is revealed, highlighting emerging aspects that allude to: a didactic management of singularity: from legal mandate to pedagogical practice; systemic articulation: overcoming barriers and the relevance of governance; the PIAR (Institutional Educational Project) as an epistemological, not merely administrative, device; a socio-critical dimension of didactics: confronting structural barriers; and didactic equilibrium: convergence between universality and singularity. All of this offers a robust theoretical framework that envisions a didactic approach ranging from singularity to the pursuit of a critical and contextualized PIAR epistemology