Creation of inclusive classrooms based on active methodologies in Basic General Education

Abstract

The paper explores how to create inclusive classrooms in general basic education settings. It seeks to assess the use of active methodologies based on the academic and personal characteristics of students. Using a mixed-methods approach, the paper sheds light on the barriers that prevent the creation of a cohesive environment, such as the scarcity of teaching materials and the lack of teacher training programs capable of building on an inclusive approach. It then addresses the diversity of the student population, highlighting the need to consider the individualization of teaching interventions to address each individual, with special attention paid to students with special educational needs (SEN). Ultimately, it measures and reveals the consequences of active methodologies regarding coexistence, participation, and achievement, and establishes that applying active methodologies greatly improve the quality of learning in inclusive contexts. The research concludes with guidelines meant to highlight the need for continuous training for entrepreneurs and providing schools with the necessary resources to prove that inclusive education can be not just a principle but a pedagogically effective and socially relevant reality.