Academic barriers

, 19

Academic excellence

, 188

Academic trajectories

, 23

Accelerated learning

, 199

Access

, 7, 72

Access barriers

, 6

Active Secondary

, 199

Activities

, 75, 99

Admission process

, 18

Afro-descendant population

, 152, 156

America

, 9, 220–221

ANADIME Corporation

, 54, 61

ANADIME Educational Centre (CEA)

, 47

impact of CEA at community level

, 56–61

collaborative work and early detection

, 53–54

evolution of student enrolment in CEA’s inclusion project

, 54–56

inclusive model

, 50–61

methodological characteristics

, 51–53

perception of protagonists

, 59–61

user families’ perceptions of inclusion

, 56–58

Analogies

, 134–135

Anthropological approaches

, 221

Assessment

, 4, 19, 49

Assistive educational devices

, 38

Assistive technologies

, 39

Australia’s education system

, 133–134

Australian classrooms, physics teachers’ explanatory frameworks in

, 133–137

Autonomous educational system

, 151

Autonomous processes

, 151

Avelino Sinani Elizardo Perez (ASEP) education reform

, 68, 71–72

Barriers

, 6

Barriers to learning

, 22, 49, 108

Barriers to learning and participation (BAP)

, 6, 51, 53, 62

Barriers to learning and participation/barriers to learning

, 6, 22, 49, 51, 53, 62, 108

Basic education

, 114

schools

, 114

Bilingual intercultural education

, 184

Bilingualism

, 161–162

Black Movement

, 141–143, 151

Bolivia

, 5

education in

, 68–69

special education centres in

, 71

Bolivian Constitution

, 69

Brazil

inclusive education in

, 35–36

intercultural and inclusive education policies in

, 141–143

interculturality and inclusion in

, 150–152

schooling system in

, 34–35

supports and barriers to inclusive education in

, 36–38

technology use in

, 39–40

Brazilian Law on the Inclusion of Persons with Disabilities

, 36

Brazilian re-democratisation

, 143

Caldas, rural education with new school model in

, 203–205

Caldas Coffee Growers Committee

, 202

Canadian classrooms, physics teachers’ explanatory frameworks in

, 133–137

Centrode Perfeccionamiento, Experimentación e Investigaciones Pedagógicas (CPEIP)

, 85

Century

, 146

Child

, 2, 46, 51, 53, 236

Children, promotion of Mapudungun among

, 165–166

Children's rights

, 122

Chile

, 163–164

analysis of existing education policies in

, 26–27

challenge of inclusive model in

, 48–50

challenges of practice

, 18–19

conceptualisation of disability in Chilean context

, 20–21

diversity and social justice in higher education

, 19–20

educational trajectories

, 23–24

participation of people with disabilities in higher vocational technical education

, 26

policy challenges

, 16–18

public policy

, 21–23

reflections and policy recommendations

, 27–28

relevance of inclusion in higher education

, 15–16

SEN

, 21

theoretical framework

, 19–23

transition to university

, 24–27

university access policies and opportunities for people with disabilities

, 25

Chilean classrooms, teachers’ scientific explanations in

, 132–133

Chilean education policy

, 21

Chilean education system

, 166

Chilean public policies

, 19

Citizen

, 68

Citizens' Constitution/Citizens Constitution

, 144

Citizenship

, 88, 143, 180, 182

Classrooms

, 3, 39

inclusion/exclusion dynamics within

, 221–222

pedagogies

, 236

research

, 128

speech

, 38

Co-design process

, 221–222

Coda

, 91–92

Collaboration

, 46, 63, 234

Collective work

, 233

College of Graduates and Teachers in Literature, Philosophy, Science and the Arts (COLYPRO)

, 107–108

Colombia

Coda

, 91–92

education policy on inclusion

, 83–84

education policy on inclusion in teacher education

, 84–85

from inclusive education to quality education for all

, 81–82

regulations on inclusive education in Colombia

, 82–85

rural education in

, 199

teaching competences for inclusive education

, 90–91

three cases in teacher training for inclusive education

, 85–89

Colombian government

, 198

Colombian territories

, 198

Colonisation

, 221

Colophon

, 193

COLYPRO

, 108

Committee on Economic, Social and Cultural Rights, The (CESCR)

, 183–184

Committee on the Rights of Persons with Disabilities (CRPD)

, 5

Communality

, 231–232

Community Rehabilitation Centre (CCR)

, 53–54, 60–61

Community/communities

, 49–50, 155–156, 158, 231–232

impact of CEA at community level

, 56–61

festivals

, 234

governance

, 233

indigenous peoples’ conception of

, 231–234

members

, 238

model of intervention

, 53

Competences

, 25, 85

Competency-based education (CBE)

, 87

Concepts

, 72, 76

Conceptual dimension

, 176, 191, 193

Conceptualisation of disability in Chilean context

, 20–21

Confederation of Indigenous Nationalities of Ecuador (CONAIE)

, 183–184

‘Constitução Cidadã’

, 143

Constitution (1988)

, 143

Constitution (2009)

, 67–68

Constitution of the Republic of Ecuador

, 183

Constitution/unconstitutional/constitutional

, 36, 117, 143

Constitutional Charter

, 83

Constitutional mandate

, 185

Constructivism/constructivist

, 129–130

Continuous assessment

, 52

Convention 169 of the International Labour Organisation

, 155–157

Convention on the Rights of Persons with Disabilities (CRPD)

, 7–8, 17, 22, 33–36, 41

Cosmos, relationship with nature and understanding of

, 230–231

Council of Evangelical Indigenous Peoples and Organisations of Ecuador (FEINE)

, 183–184

COVID-19 pandemic

, 37

Critical interculturality

, 10–11

and inclusion in Mexican educational reform

, 218–221

Criticisms

, 105–106

Cultural diversity

, 83, 89

Cultural identity

, 163

Cultural transformation

, 191

Cultures in family–school relationships

, 121–122

Curricular adaptations

, 6, 21–22

Deaf community

, 9

Decoloniality/decolonial

, 150, 220

‘Deductive-nomological’ model of explanation in science

, 129

Democracy/democratic/democracies

, 156–157, 231, 234

Demonstration Schools

, 200

Departamento Administrativo Nacional de Estadística (DANE)

, 198

Department of Evaluation, Measurement and Educational Registry (DEMRE)

, 17

Design

, 223

Detection

, 62

Detection and prevention of learning difficulties

, 21

Development

, 2, 10

Dialogue

, 168

Diario Oficial de la Federación (DOF)

, 117

Didactic

, 84

Digital

, 38

Digital technology

, 38

in Brazilian schools

, 39–40

Disabilities/disability

in Bolivia

, 72

conceptualisation of disability in Chilean context

, 20–21

Discrimination/discriminated

, 68

Diverse families

, 122

Diversity

, 72, 98

in higher education

, 19–20

Dropout

, 90

Dual education system

, 37

Durban Conference

, 144

Early Childhood Education/Early Childhood educator

, 46–47, 50–51

Early detection

, 49, 53–54

of alterations

, 49

Ecological model of intervention

, 53

Economic Commission for Latin America and the Caribbean (ECLAC)

, 2, 5, 176, 198

Economic exclusion

, 100

Ecuador

, 180, 183

Educating, concept of

, 235–236

Education

, 83, 91–92, 99, 142

in Bolivia

, 68–69

in Brazil

, 38

epistemic justice in

, 229–230

in LATAM

, 3–5

policies on family involvement in

, 117–118

Quechua cultural practices in

, 159–160

regulations in Colombia

, 82–85

researchers

, 168

systems

, 6, 143, 148, 164

Education For All

, 155–156

Education policy/education policies

, 118

analysis of existing education policies in Chile

, 26–27

on inclusion

, 83–84

on inclusion in teacher education

, 84–85

Education reform (2013)

, 118

inclusion

, 71–72

Educational

agents

, 59

dropout

, 90

equity

, 148

exclusion

, 82

experiences

, 102

inequalities

, 183

innovation

, 89

integration

, 5

legislation in Colombia

, 92

models

, 202

policies

, 27

research

, 115

team

, 53

technology

, 38

transformation

, 88–89

Educational inclusion

attention’ to diversity in Mexican education policies

, 146–150

current situation and prospects

, 144–146

historical context

, 143–144

in Mexico

, 146

perspectives for 21st Century

, 149–150

Educational trajectories

, 23–24, 185

students with disabilities in school establishments

, 23–24

Elders

, 232–233

Emancipatory practice

, 131

EN Activa model

, 201

EN model

, 201–202

EN strategy

, 200

EN-Universidad en el Campo experience

, 212

ENSUBATÉ

, 90

Entrance examination, participation in

, 24

Environmental crisis

, 229

Epistemic

, 151

Epistemic injustice

, 229

Epistemic justice

, 228, 238

in education

, 229–230

Epistemological

, 10

Epistemological theory

, 129

Epistemology

, 9

Equality

, 6–7, 69

Equitable education

, 176

Equity

, 6–7, 72, 77, 193

in education

, 83

explaining, understanding and

, 131

in intercultural education

, 167–168

and social justice

, 155–156

Escuela busca al niño (EBN)

, 85, 87

Escuela Normal Superior de Ubaté (ENSUBATÉ)

, 85–86

Escuela Nueva (EN)

, 199

Rural Education Model in Caldas

, 202

Ethnographic research

, 159–160

Ethnography

, 157–158, 161–162

European Commission

, 38

Exclusion

, 68

criteria

, 180

dynamics within classrooms

, 221–222

Experiences

, 205–210

of students with disabilities

, 219

Explaining

, 129–130

understanding and equity

, 131

Explanation

, 129–130

in science and in science teaching

, 128–137

Extracurricular

, 199

Extracurricular activities

, 101

Faculty of Education

, 89

Family/families

cultures in family–school relationships

, 121–122

importance of relationship between schools and

, 115

inclusion as framework for analysing relationship between schools and

, 115–116

involvement practices

, 120

participation/school parental participation

, 118, 122, 124

policies on family involvement in education

, 117–118

school practices involving

, 118–121

Federal Administration

, 36

Feminist theoretical approach

, 219–220

Field, experiences of university graduates in

, 205–210

Flexible education models

, 199

Flexible models

, 199

Formal education

, 159

Framework

, 19–23

Framework for good teaching

, 85

Fundação Nacional do Índio (FUNAI)

, 142

Gender-based violence

, 187

General Coordination of Intercultural Bilingual Education (CGEIB)

, 148, 228

General Law for Persons with Disabilities, The

, 69, 73

General Law on the Rights of Children and Adolescents

, 117

Goals

, 102–103

‘Good Living’ concept

, 75

Google Scholar

, 114

‘Governance, indigenous peoples’ conception of

, 231–234

Gross Domestic Product (GDP)

, 5, 37, 67–68

Hermeneutic method

, 177

Higher

, 2–3, 26

Higher education

, 22, 28

access to

, 72

characterisation of participants

, 179–180

Colophon

, 193

conceptual dimension and teacher education

, 191–193

diversity and social justice in

, 19–20

methodological approach

, 177–193

policies

, 20

political and structural dimensions

, 180–185

pragmatic dimension

, 185

primary school

, 186

relevance of inclusion in

, 15–16

secondary school

, 186–187

university

, 187–190

Higher vocational technical education, participation of people with disabilities in

, 26

Historical processes

, 142

Homogenisation

, 182

Homogenising education system

, 149

Homogenous education system

, 149

Human

, 76

Human rights

, 7

culture

, 122

inclusive education in human rights framework

, 98–99

movements

, 41

IBE

, 157, 168

context of IBE in Peru

, 158–159

Identity

, 87

In-service

, 136–137

In-service teacher training

, 176

Inclusion

, 6–7, 82, 98, 193, 219, 221

in Brazil and Mexico

, 150–152

criteria

, 179–180

in education

, 83, 224–225

education policy on

, 83–84

education policy on inclusion in teacher education

, 84–85

education reform

, 71–72

and exclusion of families

, 114

of families

, 114

as framework for analysing relationship between schools and families

, 115–116

in higher education

, 15–16

index

, 116

innovations for inclusion of voices and knowledge

, 166–167

policies

, 48–49

process

, 7–8

teacher preparation for

, 72–74

technology for

, 38–39

‘user families’ perceptions of

, 56–58

Inclusion/exclusion dynamics within classrooms

, 221–222

Inclusive approach

, 46, 49, 51

Inclusive education (see also Higher education)

, 5, 9, 11, 53, 63, 97–102, 176, 227–228, 237

access to higher education

, 72

in Brazil

, 35–36

education in Bolivia

, 68–69

education reform towards inclusion

, 71–72

in human rights framework

, 98–99

legislation in Brazil

, 36–37

National plan for equality and equalisation of opportunities for persons with disabilities

, 69

people with disability

, 69–70

policies in Brazil

, 141–143

to quality education for all

, 81–82

regulations on inclusive education in Colombia

, 82–85

research on teacher training in inclusive education ONEI-2022

, 106–107

schooling system in Brazil

, 34–35

in search of relevance for

, 88–89

special education centres in Bolivia

, 71

supports and barriers to inclusive education in Brazil

, 36–38

teacher preparation for inclusion

, 72–74

teacher training on

, 104–106

teaching competences for

, 90–91

technology for inclusion

, 38–39

technology use in Brazil

, 39–40

from theory to sustainable practice’, results of study

, 107–109

three cases in teacher training for

, 85–89

Unidad Educativa ‘Sagrada Familia’ Huajchilla principal Mr Luis Adolfo Machicado pizarro

, 74–76

Inclusive Education Network

, 17

Inclusive experience in Chile

ANADIME-CEA educational centre inclusive model

, 50–61

challenge of inclusive model in Chile

, 48–50

Inclusive policies

, 142

in Brazil

, 144

Inclusive school

, 102–103

Inclusive schooling

, 99–100, 104

Income quintiles

, 183

Index

, 118

Indigenism

, 146

Indigenist policy

, 144

Indigenous education

, 144–145, 151

Indigenous identity

, 159

Indigenous knowledge

concept of educating and learning

, 235–236

containing inequality

, 234–235

contribution of

, 230–236

indigenous peoples’ conception of community, governance and style of democracy

, 231–234

relationship with nature and understanding of cosmos

, 230–231

Indigenous Law, The

, 147

Indigenous Movements

, 141–143, 151

Indigenous peoples

, 2–4, 9, 71–72, 74, 155–156, 234

conception of community, governance and style of democracy

, 231–234

Indigenous school education

, 142

Indigenous youth

, 157–158

Inequality

, 229–230, 234–235

Information technologies

, 134–135

Initiation, response, evaluation (IRE)

, 136

Innovation

, 21–22, 166–167

Institutional education projects (PEI)

, 91–92

Institutional ideologies

, 190

Institutional opposition to Quechua culture

, 160–161

Institutional policies

, 25

Institutional practices

, 18

Institutionalisation of intercultural and inclusive education policies

, 151

Institutionalised diagnosis

, 54

Instituto Nacional para la Evaluación de la Educación (INEE)

, 229

Integration

, 6

Integrative model

, 46

Interactive Virtual Education Network (RIVED)

, 39–40

Intercultural Bilingual Education (EIB)

, 9, 11, 155–156, 163–164, 218

programme in Chile

, 165

teachers

, 160–161

Intercultural education

, 159, 224–225, 227–228, 237

equity in

, 167–168

in Latin America

, 155–156, 224

policies in Brazil

, 141–143

theoretical and legislative framework of

, 156–157

Intercultural policies

, 142–143

in Brazil

, 144

Intercultural Universities (UIs)

, 148

Intercultural/interculturality

, 156, 176, 221

approach

, 176

bilingual education

, 9–11

in Brazil and Mexico

, 150–152

Chile, EIB and Mapuche Children and Adolescents

, 163–164

context of IBE in Peru

, 158–159

current situation and prospects

, 144–146

equity in intercultural education

, 167–168

ethnographic findings

, 158–159

historical context

, 143–144

indigenous education

, 144–145

innovations for inclusion of voices and knowledge

, 166–167

in Latin America

, 218

Mapuche cultural practices

, 164–165

methodology

, 157–167

in Mexico

, 146

pedagogical promotion vs. institutional opposition to Quechua culture

, 160–161

perspectives for 21st Century

, 149–150

promotion of Mapudungun among children and young people

, 165–166

Quechua activism inside/outside institutional space

, 161–163

Quechua cultural practices in education

, 159–160

theoretical and legislative framework of intercultural education

, 156–157

Interculturalisation

of basic education

, 148

of SEN

, 149

Internal policies

, 188

International Covenant on Economic, Social and Cultural Rights (ICESCR)

, 183–184

International intergovernmental bodies

, 177

International Labour Organisation (ILO)

, 228

International organizations

, 16–17

International Teachers’ Network of Schools as Learning Communities

, 216

Intersectionality

, 220

Intervention

, 17

Issue

, 19, 115–116

Japan International Cooperation Agency (JICA)

, 69, 73–74

Joseph’s Apiaries

, 208–209

Julia’s political project

, 209–210

Junta Nacional de Jardines Infantiles (JUNJI)

, 46–47, 50–51

Justice

, 233

Kepler’s laws of planetary motion

, 128

Knowledge, innovations for inclusion of

, 166–167

Koneltun

, 166

Language

, 9, 46

Latin

, 1

Latin America (LATAM)

, 1

education in

, 3–5

inclusive education

, 5–9

intercultural bilingual education

, 9–11

Law on Labour Inclusion

, 27

Learning

communities

, 216

concept of

, 235–236

difficulties

, 21

experiences

, 21

process

, 222

strategies

, 90–91

Legislation

, 27

Legislation Colombia

, 82–83

Literacy

, 99

Mapuche

case in Chile

, 158

Children and Adolescents

, 163–164

cultural practices

, 164–165

organizations

, 165–166

Mapudungun among children and young people, promotion of

, 165–166

Maternal

, 34

Maternal education

, 103

Medical model

, 20–21

Methodological approach

, 177–193

Mexican education policies, attention’ to diversity in

, 146–150

Mexican Education Reform (2013)

, 215, 218–219

critical interculturality and inclusion in

, 218–221

Mexico

interculturality and educational inclusion in

, 146

interculturality and inclusion in

, 150–152

Ministerio de Educación de Chile (MINEDUC)

, 21

Ministry of Education

, 22, 39–40, 73–74

Ministry of Education, Science, Technology and Innovation (SENESCYT)

, 177

Ministry of Equality

, 92

Ministry of Indigenous Peoples

, 145

Ministry of National Education (MEN)

, 83, 199

Ministry of Public Education (MEP)

, 105, 107–108, 146–147

Models

, 19

Modes

, 39

Multicultural

, 67–68

National Center for Educational Statistics (NCES)

, 16

National Commission for the Development of Indigenous Peoples (CNDI)

, 147

National Confederation of Peasant, Indigenous and Black Organisations (FENOCIN)

, 183–184

National Congress of Universities

, 72

National Council for the Evaluation of Social Development Policy (CONEVAL)

, 218, 229

National Disability Service (SENADIS)

, 17

National Education Programme (PNE)

, 148

National Education System (SEN)

, 117, 148, 183

National Educational Technology Programme (ProInfo)

, 39–40

National Higher Education Information System (SNIESE)

, 177

National Indigenist Institute (INI)

, 147

National Institute of Indigenous Languages (INALI)

, 147

National Institute of Statistics and Censuses (INEC)

, 177

National Institute of Statistics and Geography (INEGI)

, 229

National Institute of Statistics and Informatics (INEI)

, 158–159

National legislation

, 199

National Observatory for Inclusive Education (ONEI)

, 101

National plan for equality and equalisation of opportunities for persons with disabilities (PNIEO)

, 69

National Policy on Special Education (2006–2010)

, 22

National Resource Centre for Inclusive Education (CENAREC)

, 107–108

National Special Education Policy

, 35–36

National Survey on Discrimination (ENADIS)

, 229

National System of Higher Education Information (SNIESE)

, 177

National System of Inclusion and Social Equity

, 185

Networks

, 47

Neurodevelopment

, 103

New Mexican School

, 220, 229

New school model in Caldas, rural education with

, 203–205

Non-exclusion, training teachers for

, 85–86

Non-government organisations (NGOs)

, 71

Nutrition

, 103

Observatory of the National University of Education (UNAE)

, 191

Official Development Assistance agencies (ODA agencies)

, 177

ONEI research

, 109

Organic Law on Higher Education, The

, 185

Organic Law on Intercultural Education, The

, 185

Organisation of Ibero-American States for Education, Science and Culture (OEI)

, 177

Organization for Economic Co-operation and Development (OECD)

, 3–4, 229–230

Programme for International Student Assessment

, 216

Pan American Health Organization (PAHO)

, 2

Parental education

, 2

Participation of people with disabilities in higher vocational technical education

, 26

Peace Agreement

, 198–199

Pedagogical approach

, 216–217

Pedagogical innovations

, 85

in teacher training

, 89

Pedagogical intervention work

, 54

Pedagogical knowledge

, 90

Pedagogical mediation modality

, 108–109

Pedagogical praxeology

, 88–89

Pedagogical process of children

, 49

Pedagogical promotion to Quechua culture

, 160–161

Pedagogies

, 10

Pedagogy

, 84

People

, 10, 100

People with disabilities

, 69–70

participation of people with disabilities in higher vocational technical education

, 26

university access policies and opportunities for

, 25

Perception of protagonists

, 59–61

Persons

, 17

Peru, context of IBE in

, 158–159

Photovoice

, 161–162

Physical barriers

, 19

Physical disability

, 24

Physics teachers’ explanatory frameworks in Australian and Canadian classrooms

, 133–137

Plurinational Education System (SEP)

, 68

Policy/policies

, 189

cultures in family–school relationships

, 121–122

dimension

, 122

on family involvement in education

, 117–118

school practices involving families

, 118–121

Political

, 2, 10

Political Constitution of Colombia, The

, 83

Political violence

, 89

Post-Primary

, 199

Poverty

, 2, 35

Practices

, 3, 114

Pragmatic dimension

, 185

Primary school

, 186

teacher’s approach

, 186–187

Professional Institutes (IP)

, 26

Programa de Apoio àFormação Superior e Licenciaturas Interculturais Indígenas (PROLIND)

, 144–145

Programme for International Student Assessment (PISA)

, 3–4, 68–69, 133–134, 216

Promoting

, 8, 122

Promoting family participation

, 124

Protagonists, perception of

, 59–61

PRUNPCD

, 70

Public education

, 38, 147

Public policy

, 21–23

Qualified

, 161

Qualified teachers

, 82

Qualitative interpretative approach

, 59

Quality

, 102

Quality education

, 101

Quechua

activism inside/outside institutional space

, 161–163

cultural practices in education

, 159–160

pedagogical promotion vs. institutional opposition to

, 160–161

Quota Law

, 151

Racism

, 141–143

Re-democratisation

, 151

Recognition

, 123

Reflective teacher professionalization, lesson studies as trigger for

, 216–217

Regulations on inclusive education in Colombia

, 82–85

Regulatory scenario

, 180–185

Reintegration policy, school seeking child as

, 86–88

Relations

, 146, 219

Research

, 19

Research on teacher training in inclusive education ONEI-2022

, 106–107

Revolutionary Armed Forces of Colombia (FARC)

, 198

Right to education

, 17, 185

Rights

, 145

Rights of persons with disabilities

, 5

Rural education model

experiences of university graduates in field

, 205–210

Joseph’s apiaries

, 208–209

Josephine

, 205–207

Julia’s political project

, 209–210

rural education with new school model in Caldas

, 203–205

Twins’ muleteering

, 207–208

Rural Education with New School Model

, 211

Rural youth

, 202, 212

School Committees for Participatory Administration

, 118

School Integration Programme (PIE)

, 23–24

School/schools

, 136

education

, 146

importance of relationship between families and

, 115

inclusión

, 22

inclusion as framework for analysing relationship between families and

, 115–116

practices involving families

, 118–121

school-family relations

, 114

school–family relationship

, 115

seeking child as reintegration policy

, 86–88

Schooling

, 92

system in Brazil

, 34–35

Schools as learning communities (SLC)

, 215

critical interculturality and inclusion in Mexican educational reform

, 218–221

inclusion/exclusion dynamics within classrooms

, 221–222

lesson studies as trigger for reflective teacher professionalization

, 216–217

pioneering case of teacher training college in Southern Mexico

, 222–224

SciELO

, 114

Science and in science teaching, explanation in

, 128–137

Science education in Latin America

, 137

Science teachers

, 127–128

Science teaching, explanation in science and in

, 128–137

Scientific concepts

, 127–129

Scopus

, 114

Second Regional Comparative and Explanatory Study

, 3

Secondary school

, 186–187

physics students

, 131

Secretaría de Educación Pública (SEP)

, 118

Secretariat for Continuing Education, Literacy, Diversity and Inclusion (SECADI)

, 145

Secretariat for Higher Education, Science, Technology and Innovation

, 189

Segregation

, 5

Semi-structured interviews

, 178–179

Servicio Educativo Rural (SER)

, 199

Servicio Nacional de la Discapacidad (SENADIS)

, 46–47

Early Attention Programme

, 60

Sign

, 179–180

Sign language

, 9

Sistema de Aprendizaje Tutorial (SAT)

, 199

Skills

, 128

Skills for the 21st century

, 92

Social change

, 191

Social exclusion

, 100

Social inclusion

, 164

Social Integration of Persons with Disabilities

, 21–22

Social justice in higher education

, 19–20

Social model

, 20–21

Social participation

, 115

Social Rights Information System report

, 218

Social science research

, 163

Social theorists

, 212

Sociolinguistic studies

, 236–237

Solidarity

, 233

Southern Mexico, pioneering case of teacher training college in

, 222–224

Spanish Agency for International Development Cooperation

, 189

Special education centres in Bolivia

, 71

Special educational needs (SEN) /special needs

, 6, 8, 17, 21

Special needs

, 8

Special Plan for National Rural Education (PEER)

, 198–199

Speech

, 59–60

State of Education

, 107

Strategies

, 7–8, 83

Student/students

, 6, 24

activities

, 129

with disabilities in school establishments

, 23–24

evolution of student enrolment in CEA’s inclusion project

, 54–56

learning

, 4

welfare

, 5

Support

, 16

Support networks

, 53

Sustainable

, 107

Sustainable development

, 148

Sustainable Development Goals (SDGs)

, 33–34, 82

SDG4

, 99, 185

Systematisation

, 91

Teacher education (see also Intercultural education)

, 73, 191, 193

in Bolivia

, 73

education policy on inclusion in

, 84–85

Teacher training

on inclusive education

, 104–106

inclusive education in human rights framework

, 98–99

inclusive schooling

, 100–104

pioneering case of teacher training college in Southern Mexico

, 222–224

research on teacher training in inclusive education ONEI-2022

, 106–107

results of study ‘inclusive education training processes, from theory to sustainable practice’

, 107–109

school seeking child as reintegration policy

, 86–88

in search of relevance for inclusive education

, 88–89

three cases in teacher training for inclusive education

, 85–89

training teachers for non-exclusion

, 85–86

Teacher/teachers

, 40, 128, 191

beginning teachers’ scientific explanations in Chilean classrooms

, 132–133

explaining, understanding and equity

, 131

explanation and explaining

, 129–130

explanation in science and in science teaching

, 128–137

physics teachers’ explanatory frameworks in Australian and Canadian classrooms

, 133–137

preparation for inclusion

, 72–74

quality

, 132

Teaching

, 4, 6

competences for inclusive education

, 90–91

practices

, 91

teaching-learning strategies

, 62

teaching–learning process

, 191

Technical Training Centres (CFT)

, 26

Technology

for inclusion

, 38–39

use in Brazil

, 39–40

Territorial

, 149

Territorial integration

, 82

Tertiary education

, 27, 161–162

Textbooks

, 183

Thematic analysis of coded video

, 134–135

Theoretical framework

, 19–23

Theories in science

, 128

Theory of Education

, 98

Theory of Social Justice

, 20

Third Regional Comparative and Explanatory Study (TERCE)

, 3

Training approach

, 204

Transfer

, 106

Transformation

, 7–8, 35–36

Transition

, 24–27

Trends in International Mathematics & Science Study (TIMSS)

, 68–69, 133–134

‘Twins’ muleteering

, 207–208

UI curricular model

, 148

Understanding

, 8

UNICEF

, 100

Unidad Educativa ‘Sagrada Familia’ Huajchilla principal Mr Luis Adolfo Machicado pizarro, case of

, 74–76

Unified Black Movement (MNU)

, 143

Uniminuto

, 90

United Nations (UN)

, 177

United Nations Declaration on the Rights of Indigenous Peoples

, 155–156

United Nations Development Programme (UNDP)

, 2, 198

United Nations Educational, Scientific and Cultural Organization (UNESCO)

, 4, 6–7, 49–50

Universal Declaration of Linguistic Rights

, 155–156

Universal Design for Learning (UDL)

, 21, 102

Universidade do Estado de Mato Grosso (UNEMAT)

, 144–145

Universidade Federal de Roraima (UFRR)

, 144–145

University

, 187–190

access policies and opportunities for people with disabilities

, 25

experiences of university graduates in field

, 205–210

in Field programme

, 212

teachers

, 179

transition to

, 24–27

University in the Countryside (UC)

, 202

University of Costa Rica (UCR)

, 107–108

Upper

, 56

Upper secondary education

, 34

‘User families’ perceptions of inclusion

, 56–58

Village festivals

, 236

Violence

, 99

Vocational technical education

, 26

Voices, innovations for inclusion of

, 166–167

Web of Science

, 114

Welfare

, 5

Western philosophy

, 231

World Conference on Special Needs Education

, 100

Young people, promotion of Mapudungun among children and

, 165–166

Youth

, 157–158

Zapatista Army of National Liberation (EZLN)

, 147