From Traditional Practices to Inclusive Teaching Practices

摘要

This study presents the change from traditional practices to inclusive practices in a school in its transformation process of becoming an inclusive intercultural school. The research issue arose from the need to transfer the changes derived from this model to classroom dynamics. Methodologically, it consists of a case study that analyses how the action research processes developed in the training seminar carried out by the teaching staff facilitate inclusive practices in the classroom. As results, we should highlight the implementation of inclusive practices in the majority of the classrooms, the change of perception of the educators as researchers into their own practice. In conclusion, we highlight improved communication, collaboration between the teaching staff and a greater opening out to the community.