To carry out both the dimensions and the elements within educational inclusion, it is possible that we rely on the INDEX (Guide for the evaluation and improvement of inclusive education) which is: “a set of materials designed to support the development process towards inclusive schools, taking into account the points of view of the teaching team, members of the School Council, students, families and other members of the community” (Booth and Ainscow, 2000, p. 12).[11]​.

What the INDEX shows us is that from 3 dimensions it is possible to talk about an inclusive school, but before that it is necessary: ​​A) Create inclusive cultures, based on the student having higher levels of achievement, being a safe, welcoming, collaborative and stimulating school and promoting inclusive values; B) Develop inclusive policies, seeking to make inclusion the center for improving learning and participation; C) Develop educational practices, referring to students being included in classroom activities and extracurricular activities that promote participation. Finally, UNESCO also offers us three guidelines to follow within educational institutions to achieve inclusion: 1) educational policies, considering it as the basis that guarantees that education is applied optimally. 2) flexible curricula, that is, not losing sight of the objectives, making modifications, considering diversity and, above all, focusing on all students accessing learning. 3) spaces, these must be diverse, adaptable that allow reflection for the purpose of fluid learning. Once we have analyzed in a simple way the nature of the meaning of inclusive education, it is now possible to talk about certain behaviors that disfavor inclusion and that border on violence; This in my opinion is due to not understanding the objective of inclusive education. [11]​.

In 1978, the Pèrez report was published by the Education Committee headed by Zully Bajaña for the United Kingdom. This report mentioned general concepts: education is a good to which everyone should have access, the purposes of education are the same for everyone and that educational needs are the same for all children. It addresses the concept of diversity and with it, which requires an individualized and comprehensive response. It considers children with special educational needs (SEN) as those who present some difficulty in their education, having different needs from the rest of their peers.[12]​ The report establishes that special education must have an additional or supplementary character and not parallel, since these schools must continue to exist to educate children with serious and complex disabilities.[13]​ The Warnock report led to a very important advance for the definition and classification of students, since previously they were classified according to the deficiencies they presented. With this point of view, it is considered that all students may have special needs, but some in particular need these needs to be considered by the school.<Amy>Teresa Huguet Comelles. Learning together in the classroom: an inclusive proposal. Editorial Grao, Barcelona, ​​2006. Page 39.

In 1990, the year declared as "International Year of Literacy", the UN World Conference on Education for All was held in the city of Jomtien, Thailand, with the presence of 155 countries and 150 intergovernmental and non-governmental organizations with the aim of universalizing education. From it, a framework of action was generated to "establish new bases for overcoming inequalities and generate new possibilities to eradicate poverty."[14]​.

Together with the Jomtien conference, the World Conference on Special Educational Needs held in 1994 in the city of Salamanca, Spain, by UNESCO laid the foundations for global inclusive education policies.[15]​ It is precisely at this conference where it is recommended that:

In 2002, Booth T. and Ainscow M. proposed the concept of "barriers to learning and training" adding to the concepts to be taken into account for integration their social and school contexts, and the barriers that these contexts impose on students with SEN. As in ancient times.

The "integration" of an individual with special educational needs (SEN) occurs when he or she is transferred to a facility but always in accordance with the school's policies, without any type of substantial modification.[17]​.

Inclusive education is that which adapts school systems and structures to meet the needs of the individual with SEN. As part of the adaptation process, changes can occur in the school curriculum, the attitudes and values ​​of the members, the modification of images and models, and even the building itself.[17]​.

The cycle of thirteen regional meetings co-organized by UNESCO's International Bureau of Education (IBE) as a preparatory activity for the 48th session of the International Conference on Education entitled “Inclusive Education: the way forward” (IBE, 25-28 November 2008, Geneva, Switzerland) addressed the topic "Special Education, Integration and Inclusive Education: delicate choices and balances". The fact of having special schools and inclusive schools was debated, the former generate discrimination and since it is a refuge and a place of “placement” for vulnerable groups, which is a segregation of society. The optimal would be inclusive schools, which would have to provide the necessary attention and tools and understand the limitations of people with disabilities; however, the existence of special schools is necessary for correct stimulation and adaptation. (Eng. David F. Jordán)

[18]​.

Inclusive education is a general principle that seeks to permeate the culture of the community, educational policies and teaching practices, to make it possible for all people, regardless of their socioeconomic and cultural origin, and their innate or acquired individual capabilities, to have the same learning opportunities in any educational context, thus contributing to forging just and equitable societies.[19]​.

Currently, the regular school has been modified to meet these needs posed by the society of the century. They are now called "integrative schools", where children with special difficulties can learn in the company of other subjects in the regular context, socializing knowledge in an integrative manner. The challenge is very great, but the willingness and possibilities are also great.

The inclusive education approach is based on the premise that all students, regardless of their particular condition, can learn as long as their educational environment offers necessary conditions of access and provides meaningful learning experiences for all. It means that all boys and girls in a given place can study together.[20] Educational subjects, people in their construction and development are equal as human beings and at the same time diverse due to their personal or population group identity. Their training requires a diversity of educational offers.

According to Zappalá, Köppel and Suchodolski,[21]​ inclusive education involves the reformulation of teaching practice, through the implementation of pedagogical strategies that facilitate the development of:.

For their part, Masferrer and Peñalver address inclusive education taking into account the role played by the educational institutions themselves and highlighting aspects such as the provision and management of the necessary material and human resources, the dynamization of the faculty with a view to the development of specific strategies, the explicit commitment to inclusion in the center's documents (Educational Project, Curricular Project, Annual Plan and Report) or the encouragement of family participation.[22]​.

FUNCTIONAL DIVERSITY AND DISABILITY.

Disability is understood as a condition of the body or mind that makes it more difficult for a person to do certain activities and interact with the world around them.[23]​.

Functional diversity focuses on recognizing the different abilities that exist among people. Therefore, a deaf person uses sign language to communicate, rather than words and hearing, as the hearing population does.

These terms are considered synonyms, the second being perceived as the more politically correct.

Talking about functional diversity can make a change in inclusion in your school context.

Integrating the agents that participate within a school (teachers, director, support staff) to investigate and understand the importance of having spaces within the school suitable for all students, since there are students in wheelchairs, with blindness, down syndrome, etc. In addition to guaranteeing that everyone has the same opportunities to participate in all aspects of life to the maximum of their abilities and desires.

BARRIERS TO LEARNING AND PARTICIPATION..

They are all those contextual factors that hinder or limit full access to education and learning opportunities for girls, boys and young people. The causes that originate it are not religious or scientific, but are largely social since they are the ones that generate the barriers that prevent the development of people with disabilities because they are limited in terms of the development of their autonomy.

Some types of barriers to learning and participation are: economic inequality, bullying, school dropouts, addictions, learning disorders, migration, underage work, among others.

What else should a school with an inclusive model have?.

Have better infrastructure, to be able to provide students with adequate facilities where they can fully develop. In addition, within the classroom there will be diverse material to be able to develop the classes and for the students to acquire better knowledge..

Creating a new educational system that is based on the principles of inclusion and equality presents many challenges thanks to the globalized world in which we live today. The information and knowledge society with the technological advance that accompanies it has triggered profound changes that are still being processed.[24]​.

Currently, technological tools have been incorporated into different aspects of daily life and particularly, education has been influenced by them by acquiring new modalities, possibilities and expectations for the creation of a new educational model. Each country and each institution will have a different situation but the outlook is that education is moving to virtual environments and is even beginning to peek into virtual worlds.[24]​.

In the area of ​​opportunities we find virtual or distance education through virtual learning environments, which gives access to people who could find themselves in a situation of disability, allowing us to address issues such as:[24]​.

• - Universalization: education for all, framed in the contexts and circumstances of each learner.

• - Equity: education as a social, economic and political integrator.

• - Human right: from the ethical aspect, education as a basic right and the teacher positioned as an articulator of that right.

• - Education as an asset in an economic order where these intangible goods appear as a starting point for personal development and the development capabilities of countries.

• - Cross-cutting approach: levels of the educational system, formal and non-formal.

• - Personalization: diversity of needs, expectations, styles. Understand, face and respond to this diversity.

• - Actors: institutions, teachers, technicians, students, society.

• - Curricular and pedagogical aspects.

• - Guarantee access, attendance, participation and evaluation.

• - Insertion into society, extension.

• - Quality education.

Currently, the most drastic consequences of educational non-inclusion that we find in educational centers are exclusion, violence, inequality and academic failure; the latter more associated with the student's socioeconomic context; but nevertheless allowed by educational centers and that without a doubt one of the consequences always present in socially unfavorable environments. In this section we focus on pointing out possible causes of exclusion and school failure; and how these conditions come to be reflected in school violence and all this to deepen the need for an inclusive consciousness based on our reality.[25]​.

Martínez, Escudero, González, García and others (2005)[26]​ provide us, based on a research review of different explanatory models of the school risk of exclusion, a table of six most important causes to highlight; which encompass not only personal and social aspects of students such as health and possible physical and mental disabilities or poor nutrition. They also point out family characteristics; characteristics of the community of residence: such as poverty of the social environment and crime; Finally, they point out the school environment and social and educational policies that have to do with diversity and differentiation of teaching to provide learning opportunities that provide effective or ineffective responses to the needs of all students.

Keeping the above in mind, it is possible to speak of discrimination as a possible cause of educational exclusion. According to Kaplan discrimination is; “everyday pedagogical discourse, of innocent appearance and neutrality, undoubtedly carries symbolic effects of strong content and impact for ideological reproduction in the field of educational practice” (Kaplan, 2005, p.91).[27]​ The thoughts that teachers often have regarding their students are discriminatory; Since the teacher measures the student by his “intelligence” and socioeconomic opportunities regardless of the student's environment, this is often minimized, but the ideologies that trap the educational system that are discriminatory in nature are highly dangerous for academic failure; that according to Escudero (2005)[26]​ school failure is not due to the student, nor is it the student, but mostly it is the educational practices and the contexts in which they are involved, unfavorably reflecting a projection and links between the social, culture and institutions. Although there is confusion in the definition, it is necessary to postulate a possible definition.

We understand inclusive classrooms as classrooms where everyone feels included because they receive within them what they need for their progress in learning content and values; They perceive and verify that they not only receive but can also contribute.

Some educational tools that we can use in these inclusive classrooms are:.

-Cooperative learning, in order to take advantage of the student's interaction, ensuring that they achieve all their objectives related to the curriculum. Be aware of your possibilities, know what it is like to work in a group and how beneficial it is. Here we can highlight the support that one student can exert on another when trying to collaborate in their learning.

-A good emotional relationship between the teacher and the students, since, according to various studies, good treatment is very important, because bad reactions from students, disinterested character can be avoided...

-The playful component helps create a space of trust, creativity, and freedom in the teaching/learning process in our students. Learn through play. It should be noted that this technique encourages rapprochement between different students and improves their relationships.

To achieve inclusive education, it is necessary to change the concept of traditional education, in which the master class must be transformed into an active and playful learning space. In which students are allowed to develop the capacity for analysis and synthesis, critical and decision-making capacity, and adaptation to change. A flexible model must be proposed in learning to learn.[28]​.

Any institution that wants to carry out an inclusive education or policy should establish strategies that enhance the development, uniqueness and contribution of each student. [29]​.

These strategies that develop creativity and the ability to solve problems, strengthen the student's training and provide them with alternatives to solve any situation they encounter in their daily life. To develop critical and creative thinking, tools such as brainstorming, synectics and didactic questioning are used. And so that the student acquires responsibility for his or her own development and acquires a sense of self-evaluation, the use of project work is proposed.[28]​.

Examples of tools to achieve an active and playful learning space.[28]​.

• - Role play.

• - Debates.

• - Forums.

• - Teamwork.

• - Discussion panels.

• - Case method.

• - Conceptual maps.

• - Socratic dialogue.

• - Special classrooms.

• - More cooperative education.

• - More diverse, effective and hassle-free teaching.

• - Have problem solving among everyone, whether in groups or pairs, thus becoming much more collaborative and developmental.

Statement of the problem The Normal School of Specialization, in the 2004 curriculum, has four areas of attention: Auditory and Language, Intellectual, Motor and Visual. It is made up of approximately 97 teachers in both shifts with different profiles; such as psychologists, sociologists, educators, doctors, law graduates and those called specialists, so called because they graduated from this school, the ENE. They are responsible for teaching the Observation and Approach to Teaching Practice subjects, as well as the disciplinary subjects. All curricular design courses affect the development of didactic competencies and, seen from a systemic perspective, contribute to and influence the cognitive processes by which pedagogical planning is developed. This same study plan is based on a reflective training model based on qualitative inquiry processes in the classroom, similar to the stages of action research. Likewise, the trainer adjusts during his teaching to the educational model of competencies that is currently implemented in basic education and in its special education modality, the inclusive intervention model is developed. However, currently, this study plan is in liquidation and the so-called 2018 curriculum is being implemented, still in the process of construction and with controversies over its design, however it is observed that a strength of the design is the insertion of several spaces that strengthen the investigative habitus, an element that we find as a gap in the training practices of the PPE 2014.

The basic education system has been characterized by a series of educational reforms, the product of a cultural, economic, demographic and economic transformation in the last and current centuries, based on one of the pedagogical principles according to the curricular development of the 2011 study plan, which must be reflected in a planning that the Secretary of Public Education defines as a: substantive element of teaching practice to enhance student learning towards the development of competencies. It involves organizing learning activities based on different forms of learning, such as didactic situations and sequences and projects, among others. The activities must represent intellectual challenges for students in order for them to formulate alternative solutions (SEP, 2011, p. 28). Therefore, it is relevant to say that the ENEDRSQ of Mexico City has been characterized by providing an education with quality, equity and for diversity, to teachers in training for special education that is guided by the current models typical of the paradigms that are responding to the needs detected from a multidisciplinary evaluation. However, in the analysis of the planning, it was observed that the students read little of the specialized literature and that the content obeys more to simple general descriptions, structures and processes implicit in the planning. The expected features in the constructed rubrics were absent. The theoretical approach, tools and inputs required for the planning analysis were not explicit. 6 This instrument also evidenced and recovered some elements of strategic thinking, such as a limited search for information, use of few didactic strategies, and no feedback or discussion with other peers or teachers that would lead to reflection on the elaboration. Hence, there was no longer an analysis of the product that had been prepared prior to its implementation in practice and there was an absence of a final evaluation. Given this panorama, the diagnosis acquired a relevant meaning for intervention in future planning developments, since the interventions developed in a homogeneous manner, not only did not account for an understanding of the particularities and demands of an education that addresses SEN and BAPs, but also refers to a poverty in the generation of comprehensive reference frameworks for their attention. A characteristic of Special Education is the need for greater tools, in this case competencies for professional development, which is understood as “an activity that requires skills, mastery of general and specific knowledge.” (Pinto & Sanabria, 2010, p. 192). That they expand the disciplinary field of didactics and pedagogy, that lead the teacher to be an expert in planning for their construction process of a planning based on scientific knowledge. According to the results of the diagnosis, a lack of understanding of special educational needs, deficits in physical, cognitive, and psychological structures, to mention the most relevant, was evident in the planning. The absence of these elements also led to the assumption that there was a lack of reflection and favorable attitudes that would allow analysis and decision-making.

Carpio, A. L., de Especialización, E. N., Gama, T. A., Moreno, M. A., & de México, E. N. S. THE FEATURES OF PLANNING IN THE FIELD OF SPECIAL EDUCATION.

• - Social exclusion.

• - School failure.

• - Marginality.

• - Mainstream (education) "Mainstream (education)").

• - Special education.

• - School segregation.

References.

1.-ALONSO, J. (1995): Educational Guidance. Theory, Evaluation and Intervention.

Madrid. Synthesis.

2.- BAUTISTA, R. (1991): Special Educational Needs. Theoretical Manual.

Practical. Malaga: Cistern.

3.- Papadópulos, J and R. Radakovich (2006), “Higher education and gender in Latin America and the Caribbean”, in Report on higher education in Latin America and the Caribbean 2000-2005. The metamorphosis of higher education, Caracas, UNESCO-IESALC, pp. 117-128.

4.-Solla, Carmen. (2013). Guide to Good Practices in Inclusive Education. Save The Children, Spain.

5.- World Health Organization. (2001). International classification of functioning, disability and health. Abbreviated version. . Retrieved on November 4, 2016, from http://aspacenet.aspace.org/images/doc/ cif_2001-abreviada.pdf.

To carry out both the dimensions and the elements within educational inclusion, it is possible that we rely on the INDEX (Guide for the evaluation and improvement of inclusive education) which is: “a set of materials designed to support the development process towards inclusive schools, taking into account the points of view of the teaching team, members of the School Council, students, families and other members of the community” (Booth and Ainscow, 2000, p. 12).[11]​.

What the INDEX shows us is that from 3 dimensions it is possible to talk about an inclusive school, but before that it is necessary: ​​A) Create inclusive cultures, based on the student having higher levels of achievement, being a safe, welcoming, collaborative and stimulating school and promoting inclusive values; B) Develop inclusive policies, seeking to make inclusion the center for improving learning and participation; C) Develop educational practices, referring to students being included in classroom activities and extracurricular activities that promote participation. Finally, UNESCO also offers us three guidelines to follow within educational institutions to achieve inclusion: 1) educational policies, considering it as the basis that guarantees that education is applied optimally. 2) flexible curricula, that is, not losing sight of the objectives, making modifications, considering diversity and, above all, focusing on all students accessing learning. 3) spaces, these must be diverse, adaptable that allow reflection for the purpose of fluid learning. Once we have analyzed in a simple way the nature of the meaning of inclusive education, it is now possible to talk about certain behaviors that disfavor inclusion and that border on violence; This in my opinion is due to not understanding the objective of inclusive education. [11]​.

In 1978, the Pèrez report was published by the Education Committee headed by Zully Bajaña for the United Kingdom. This report mentioned general concepts: education is a good to which everyone should have access, the purposes of education are the same for everyone and that educational needs are the same for all children. It addresses the concept of diversity and with it, which requires an individualized and comprehensive response. It considers children with special educational needs (SEN) as those who present some difficulty in their education, having different needs from the rest of their peers.[12]​ The report establishes that special education must have an additional or supplementary character and not parallel, since these schools must continue to exist to educate children with serious and complex disabilities.[13]​ The Warnock report led to a very important advance for the definition and classification of students, since previously they were classified according to the deficiencies they presented. With this point of view, it is considered that all students may have special needs, but some in particular need these needs to be considered by the school.<Amy>Teresa Huguet Comelles. Learning together in the classroom: an inclusive proposal. Editorial Grao, Barcelona, ​​2006. Page 39.

In 1990, the year declared as "International Year of Literacy", the UN World Conference on Education for All was held in the city of Jomtien, Thailand, with the presence of 155 countries and 150 intergovernmental and non-governmental organizations with the aim of universalizing education. From it, a framework of action was generated to "establish new bases for overcoming inequalities and generate new possibilities to eradicate poverty."[14]​.

Together with the Jomtien conference, the World Conference on Special Educational Needs held in 1994 in the city of Salamanca, Spain, by UNESCO laid the foundations for global inclusive education policies.[15]​ It is precisely at this conference where it is recommended that:

In 2002, Booth T. and Ainscow M. proposed the concept of "barriers to learning and training" adding to the concepts to be taken into account for integration their social and school contexts, and the barriers that these contexts impose on students with SEN. As in ancient times.

The "integration" of an individual with special educational needs (SEN) occurs when he or she is transferred to a facility but always in accordance with the school's policies, without any type of substantial modification.[17]​.

Inclusive education is that which adapts school systems and structures to meet the needs of the individual with SEN. As part of the adaptation process, changes can occur in the school curriculum, the attitudes and values ​​of the members, the modification of images and models, and even the building itself.[17]​.

The cycle of thirteen regional meetings co-organized by UNESCO's International Bureau of Education (IBE) as a preparatory activity for the 48th session of the International Conference on Education entitled “Inclusive Education: the way forward” (IBE, 25-28 November 2008, Geneva, Switzerland) addressed the topic "Special Education, Integration and Inclusive Education: delicate choices and balances". The fact of having special schools and inclusive schools was debated, the former generate discrimination and since it is a refuge and a place of “placement” for vulnerable groups, which is a segregation of society. The optimal would be inclusive schools, which would have to provide the necessary attention and tools and understand the limitations of people with disabilities; however, the existence of special schools is necessary for correct stimulation and adaptation. (Eng. David F. Jordán)

[18]​.

Inclusive education is a general principle that seeks to permeate the culture of the community, educational policies and teaching practices, to make it possible for all people, regardless of their socioeconomic and cultural origin, and their innate or acquired individual capabilities, to have the same learning opportunities in any educational context, thus contributing to forging just and equitable societies.[19]​.

Currently, the regular school has been modified to meet these needs posed by the society of the century. They are now called "integrative schools", where children with special difficulties can learn in the company of other subjects in the regular context, socializing knowledge in an integrative manner. The challenge is very great, but the willingness and possibilities are also great.

The inclusive education approach is based on the premise that all students, regardless of their particular condition, can learn as long as their educational environment offers necessary conditions of access and provides meaningful learning experiences for all. It means that all boys and girls in a given place can study together.[20] Educational subjects, people in their construction and development are equal as human beings and at the same time diverse due to their personal or population group identity. Their training requires a diversity of educational offers.

According to Zappalá, Köppel and Suchodolski,[21]​ inclusive education involves the reformulation of teaching practice, through the implementation of pedagogical strategies that facilitate the development of:.

For their part, Masferrer and Peñalver address inclusive education taking into account the role played by the educational institutions themselves and highlighting aspects such as the provision and management of the necessary material and human resources, the dynamization of the faculty with a view to the development of specific strategies, the explicit commitment to inclusion in the center's documents (Educational Project, Curricular Project, Annual Plan and Report) or the encouragement of family participation.[22]​.

FUNCTIONAL DIVERSITY AND DISABILITY.

Disability is understood as a condition of the body or mind that makes it more difficult for a person to do certain activities and interact with the world around them.[23]​.

Functional diversity focuses on recognizing the different abilities that exist among people. Therefore, a deaf person uses sign language to communicate, rather than words and hearing, as the hearing population does.

These terms are considered synonyms, the second being perceived as the more politically correct.

Talking about functional diversity can make a change in inclusion in your school context.

Integrating the agents that participate within a school (teachers, director, support staff) to investigate and understand the importance of having spaces within the school suitable for all students, since there are students in wheelchairs, with blindness, down syndrome, etc. In addition to guaranteeing that everyone has the same opportunities to participate in all aspects of life to the maximum of their abilities and desires.

BARRIERS TO LEARNING AND PARTICIPATION..

They are all those contextual factors that hinder or limit full access to education and learning opportunities for girls, boys and young people. The causes that originate it are not religious or scientific, but are largely social since they are the ones that generate the barriers that prevent the development of people with disabilities because they are limited in terms of the development of their autonomy.

Some types of barriers to learning and participation are: economic inequality, bullying, school dropouts, addictions, learning disorders, migration, underage work, among others.

What else should a school with an inclusive model have?.

Have better infrastructure, to be able to provide students with adequate facilities where they can fully develop. In addition, within the classroom there will be diverse material to be able to develop the classes and for the students to acquire better knowledge..

Creating a new educational system that is based on the principles of inclusion and equality presents many challenges thanks to the globalized world in which we live today. The information and knowledge society with the technological advance that accompanies it has triggered profound changes that are still being processed.[24]​.

Currently, technological tools have been incorporated into different aspects of daily life and particularly, education has been influenced by them by acquiring new modalities, possibilities and expectations for the creation of a new educational model. Each country and each institution will have a different situation but the outlook is that education is moving to virtual environments and is even beginning to peek into virtual worlds.[24]​.

In the area of ​​opportunities we find virtual or distance education through virtual learning environments, which gives access to people who could find themselves in a situation of disability, allowing us to address issues such as:[24]​.

• - Universalization: education for all, framed in the contexts and circumstances of each learner.

• - Equity: education as a social, economic and political integrator.

• - Human right: from the ethical aspect, education as a basic right and the teacher positioned as an articulator of that right.

• - Education as an asset in an economic order where these intangible goods appear as a starting point for personal development and the development capabilities of countries.

• - Cross-cutting approach: levels of the educational system, formal and non-formal.

• - Personalization: diversity of needs, expectations, styles. Understand, face and respond to this diversity.

• - Actors: institutions, teachers, technicians, students, society.

• - Curricular and pedagogical aspects.

• - Guarantee access, attendance, participation and evaluation.

• - Insertion into society, extension.

• - Quality education.

Currently, the most drastic consequences of educational non-inclusion that we find in educational centers are exclusion, violence, inequality and academic failure; the latter more associated with the student's socioeconomic context; but nevertheless allowed by educational centers and that without a doubt one of the consequences always present in socially unfavorable environments. In this section we focus on pointing out possible causes of exclusion and school failure; and how these conditions come to be reflected in school violence and all this to deepen the need for an inclusive consciousness based on our reality.[25]​.

Martínez, Escudero, González, García and others (2005)[26]​ provide us, based on a research review of different explanatory models of the school risk of exclusion, a table of six most important causes to highlight; which encompass not only personal and social aspects of students such as health and possible physical and mental disabilities or poor nutrition. They also point out family characteristics; characteristics of the community of residence: such as poverty of the social environment and crime; Finally, they point out the school environment and social and educational policies that have to do with diversity and differentiation of teaching to provide learning opportunities that provide effective or ineffective responses to the needs of all students.

Keeping the above in mind, it is possible to speak of discrimination as a possible cause of educational exclusion. According to Kaplan discrimination is; “everyday pedagogical discourse, of innocent appearance and neutrality, undoubtedly carries symbolic effects of strong content and impact for ideological reproduction in the field of educational practice” (Kaplan, 2005, p.91).[27]​ The thoughts that teachers often have regarding their students are discriminatory; Since the teacher measures the student by his “intelligence” and socioeconomic opportunities regardless of the student's environment, this is often minimized, but the ideologies that trap the educational system that are discriminatory in nature are highly dangerous for academic failure; that according to Escudero (2005)[26]​ school failure is not due to the student, nor is it the student, but mostly it is the educational practices and the contexts in which they are involved, unfavorably reflecting a projection and links between the social, culture and institutions. Although there is confusion in the definition, it is necessary to postulate a possible definition.

We understand inclusive classrooms as classrooms where everyone feels included because they receive within them what they need for their progress in learning content and values; They perceive and verify that they not only receive but can also contribute.

Some educational tools that we can use in these inclusive classrooms are:.

-Cooperative learning, in order to take advantage of the student's interaction, ensuring that they achieve all their objectives related to the curriculum. Be aware of your possibilities, know what it is like to work in a group and how beneficial it is. Here we can highlight the support that one student can exert on another when trying to collaborate in their learning.

-A good emotional relationship between the teacher and the students, since, according to various studies, good treatment is very important, because bad reactions from students, disinterested character can be avoided...

-The playful component helps create a space of trust, creativity, and freedom in the teaching/learning process in our students. Learn through play. It should be noted that this technique encourages rapprochement between different students and improves their relationships.

To achieve inclusive education, it is necessary to change the concept of traditional education, in which the master class must be transformed into an active and playful learning space. In which students are allowed to develop the capacity for analysis and synthesis, critical and decision-making capacity, and adaptation to change. A flexible model must be proposed in learning to learn.[28]​.

Any institution that wants to carry out an inclusive education or policy should establish strategies that enhance the development, uniqueness and contribution of each student. [29]​.

These strategies that develop creativity and the ability to solve problems, strengthen the student's training and provide them with alternatives to solve any situation they encounter in their daily life. To develop critical and creative thinking, tools such as brainstorming, synectics and didactic questioning are used. And so that the student acquires responsibility for his or her own development and acquires a sense of self-evaluation, the use of project work is proposed.[28]​.

Examples of tools to achieve an active and playful learning space.[28]​.

• - Role play.

• - Debates.

• - Forums.

• - Teamwork.

• - Discussion panels.

• - Case method.

• - Conceptual maps.

• - Socratic dialogue.

• - Special classrooms.

• - More cooperative education.

• - More diverse, effective and hassle-free teaching.

• - Have problem solving among everyone, whether in groups or pairs, thus becoming much more collaborative and developmental.

Statement of the problem The Normal School of Specialization, in the 2004 curriculum, has four areas of attention: Auditory and Language, Intellectual, Motor and Visual. It is made up of approximately 97 teachers in both shifts with different profiles; such as psychologists, sociologists, educators, doctors, law graduates and those called specialists, so called because they graduated from this school, the ENE. They are responsible for teaching the Observation and Approach to Teaching Practice subjects, as well as the disciplinary subjects. All curricular design courses affect the development of didactic competencies and, seen from a systemic perspective, contribute to and influence the cognitive processes by which pedagogical planning is developed. This same study plan is based on a reflective training model based on qualitative inquiry processes in the classroom, similar to the stages of action research. Likewise, the trainer adjusts during his teaching to the educational model of competencies that is currently implemented in basic education and in its special education modality, the inclusive intervention model is developed. However, currently, this study plan is in liquidation and the so-called 2018 curriculum is being implemented, still in the process of construction and with controversies over its design, however it is observed that a strength of the design is the insertion of several spaces that strengthen the investigative habitus, an element that we find as a gap in the training practices of the PPE 2014.

The basic education system has been characterized by a series of educational reforms, the product of a cultural, economic, demographic and economic transformation in the last and current centuries, based on one of the pedagogical principles according to the curricular development of the 2011 study plan, which must be reflected in a planning that the Secretary of Public Education defines as a: substantive element of teaching practice to enhance student learning towards the development of competencies. It involves organizing learning activities based on different forms of learning, such as didactic situations and sequences and projects, among others. The activities must represent intellectual challenges for students in order for them to formulate alternative solutions (SEP, 2011, p. 28). Therefore, it is relevant to say that the ENEDRSQ of Mexico City has been characterized by providing an education with quality, equity and for diversity, to teachers in training for special education that is guided by the current models typical of the paradigms that are responding to the needs detected from a multidisciplinary evaluation. However, in the analysis of the planning, it was observed that the students read little of the specialized literature and that the content obeys more to simple general descriptions, structures and processes implicit in the planning. The expected features in the constructed rubrics were absent. The theoretical approach, tools and inputs required for the planning analysis were not explicit. 6 This instrument also evidenced and recovered some elements of strategic thinking, such as a limited search for information, use of few didactic strategies, and no feedback or discussion with other peers or teachers that would lead to reflection on the elaboration. Hence, there was no longer an analysis of the product that had been prepared prior to its implementation in practice and there was an absence of a final evaluation. Given this panorama, the diagnosis acquired a relevant meaning for intervention in future planning developments, since the interventions developed in a homogeneous manner, not only did not account for an understanding of the particularities and demands of an education that addresses SEN and BAPs, but also refers to a poverty in the generation of comprehensive reference frameworks for their attention. A characteristic of Special Education is the need for greater tools, in this case competencies for professional development, which is understood as “an activity that requires skills, mastery of general and specific knowledge.” (Pinto & Sanabria, 2010, p. 192). That they expand the disciplinary field of didactics and pedagogy, that lead the teacher to be an expert in planning for their construction process of a planning based on scientific knowledge. According to the results of the diagnosis, a lack of understanding of special educational needs, deficits in physical, cognitive, and psychological structures, to mention the most relevant, was evident in the planning. The absence of these elements also led to the assumption that there was a lack of reflection and favorable attitudes that would allow analysis and decision-making.

Carpio, A. L., de Especialización, E. N., Gama, T. A., Moreno, M. A., & de México, E. N. S. THE FEATURES OF PLANNING IN THE FIELD OF SPECIAL EDUCATION.

• - Social exclusion.

• - School failure.

• - Marginality.

• - Mainstream (education) "Mainstream (education)").

• - Special education.

• - School segregation.

References.

1.-ALONSO, J. (1995): Educational Guidance. Theory, Evaluation and Intervention.

Madrid. Synthesis.

2.- BAUTISTA, R. (1991): Special Educational Needs. Theoretical Manual.

Practical. Malaga: Cistern.

3.- Papadópulos, J and R. Radakovich (2006), “Higher education and gender in Latin America and the Caribbean”, in Report on higher education in Latin America and the Caribbean 2000-2005. The metamorphosis of higher education, Caracas, UNESCO-IESALC, pp. 117-128.

4.-Solla, Carmen. (2013). Guide to Good Practices in Inclusive Education. Save The Children, Spain.

5.- World Health Organization. (2001). International classification of functioning, disability and health. Abbreviated version. . Retrieved on November 4, 2016, from http://aspacenet.aspace.org/images/doc/ cif_2001-abreviada.pdf.