AS A MODEL TO MULTICULTURAL EDUCATION: AN INCLUSIVE SCHOOL

Education reforms must address the key orientations of the various stakeholders who have made an educational diagnosis of the sociopolitical reality in which it is framed. One of the main protagonists who become instruments of change incardinated through educational reforms is the teacher. In the school can see the great diversity of students derived from multiple factors: social, economic, cultural, geographic, ethnic, religious, related to the intellectual, psychological, physical, sensory, motoric or sex of the student population. How to deal with school and especially the teacher, this diversity? How can the principles of equality and equity in education can be fulfilled? How to contribute to an inclusive school? Throughout this article is to point out features that should have a school that faces the challenge of a multicultural society, while stressing the need for the community and the school in close coordination to promote a more inclusive society.