Educational policy: Inclusive Pedagogy and Disability in initial Teacher Training for English as a Foreign Language

Autores:: Gómez Bermúdez, Adriana Marcela
Barón Velandia, Benjamín

Tipo de recurso:: Article of journal

Fecha de publicación:: 2025

Institución:: Universidad de Cundinamarca

Repositorio:: Repositorio UdeC

Idioma:

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dc.title.spa.fl_str_mv	Educational policy: Inclusive Pedagogy and Disability in initial Teacher Training for English as a Foreign Language
title	Educational policy: Inclusive Pedagogy and Disability in initial Teacher Training for English as a Foreign Language
spellingShingle	Educational policy: Inclusive Pedagogy and Disability in initial Teacher Training for English as a Foreign Language Pedagogía inclusiva inglés como lengua extranjera política educativa sensibilidad cultural discapacidad Inclusive Pedagogy English as a Foreign Language Educational policy Cultural responsiveness Disability
title_short	Educational policy: Inclusive Pedagogy and Disability in initial Teacher Training for English as a Foreign Language
title_full	Educational policy: Inclusive Pedagogy and Disability in initial Teacher Training for English as a Foreign Language
title_fullStr	Educational policy: Inclusive Pedagogy and Disability in initial Teacher Training for English as a Foreign Language
title_full_unstemmed	Educational policy: Inclusive Pedagogy and Disability in initial Teacher Training for English as a Foreign Language
title_sort	Educational policy: Inclusive Pedagogy and Disability in initial Teacher Training for English as a Foreign Language
dc.creator.fl_str_mv	Gómez Bermúdez, Adriana Marcela Barón Velandia, Benjamín
dc.contributor.author.spa.fl_str_mv	Gómez Bermúdez, Adriana Marcela Barón Velandia, Benjamín
dc.subject.none.fl_str_mv	Pedagogía inclusiva inglés como lengua extranjera política educativa sensibilidad cultural discapacidad Inclusive Pedagogy English as a Foreign Language Educational policy Cultural responsiveness Disability
topic	Pedagogía inclusiva inglés como lengua extranjera política educativa sensibilidad cultural discapacidad Inclusive Pedagogy English as a Foreign Language Educational policy Cultural responsiveness Disability
publishDate	2025
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dc.date.accessioned.none.fl_str_mv	2023-12-30 00:00:00 2025-11-04T20:44:31Z
dc.date.available.none.fl_str_mv	2023-12-30 00:00:00
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dc.relation.citationedition.spa.fl_str_mv	Núm. 17 , Año 2023 : Revista Ignis
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dc.relation.citationissue.spa.fl_str_mv	17
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dc.relation.references.none.fl_str_mv	Ainscow, M. (1999). Understanding the development of inclusive schools. London: Falmer. Aparisi-Torrijo, S. (2023). La transformación digital en organizaciones de educación superior: estructura intelectual, conceptual y social. Estrategia y Gestión Universitaria, 11 (2), 1-32. https://doi.org/10.5281/zenodo.8144775 Barón, B. (2017). Conversaciones. Prácticas vitales en Educación Superior en Colombia. Bogotá: Editorial Aula de Humanidades. Booth, T., Ainscow, M., & Kingston, D. (2000). The index of inclusion: Developing learning and participation in schools. London: CSIE. Caldeiro-Pedreira, M.-C., & Castro-Zubizarreta, A. (2020). ¿Cómo enfrentar la educación en la era de la interactividad? Recursos y herramientas para docentes de educación infantil y primaria. Praxis Pedagógica, 20(26), 33–53. https://doi.org/10.26620/uniminuto.praxis.20.26.2020.33-53 Calvo, G., Ortiz, A., & Sepúlveda, E. (2007). La dificultad para concretar las normas en inclusión educativa. Ponencia presentada en el Taller Internacional sobre Inclusión Educativa América Latina- Regiones Cono Sur y Andina, Buenos Aires. Carmen Campoy-Cubillo, M. (2020). Multidimensional networks for functional diversity in higher education: The case of second language education. IntechOpen. https://doi.org/10.5772/intechopen.88073 Cardona, M. (2006). Diversidad y educación inclusiva. Enfoques metodológicos y estrategias para una enseñanza colaborativa. Madrid: Pearson Educación S.A. Congreso de Colombia. (2006). Ley 1098 Código de Infancia y Adolescencia. Obtenido el 17 de marzo de 2010, desde http://www.presidencia.gov.co/prensa_new/leyes/2006/noviembre/ley1098081106.pdf Congreso de la República de Colombia. (1994). Ley 115, Por la cual se expide la ley general de educación. Recuperado a partir de: http://www.mineducacion.gov.co/1621/articles-85906_archivo_pdf.pdf Correa, E., & Wagner, S. (2011). Inclusive education in Colombia: Challenges and perspectives. Journal of Latin American Education, 23(3), 203-218. Cosentino, P., & Sridharan, R. (2017). Teacher input in designing training programs. International Journal of Teacher Education. Department of Science, Education and Training. (2007). Improve the learning outcomes of students with disabilities in the early, middle and post compulsory years of schooling. Canberra: Commonwealth Government. Retrieved from: http://www.dest.gov.au/sectors/school_education/publications_resources/profiles/ learning_outcomes_students_disabilities.htm#abstract DENI. (2006). The future role of the special school. Belfast: Author. Eisenman, L. T., Pleet, A. M., Wandry, D., & McGinley, V. (2011). Voices of special education teachers in an inclusive high school: Redefining responsibilities. Remedial and Special Education, 32, 91-104. https://doi.org/10.1177/0741932510361248 Florian, L. (2008). Special or inclusive education: Future trends. British Journal of Special Education, 35(4), 202–208. Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813-828. Florian, L., & Linklater, H. (2010). Preparing teachers for inclusive education: Using inclusive pedagogy to enhance teaching and learning for all. Cambridge Journal of Education, 40(4), 369-386. Florian, L., & Spratt, J. (2013). Enacting inclusion: A framework for interrogating inclusive practice. European Journal of Special Needs Education, 28(2), 119-135. Garcia, M., & Li, S. (2021). Cultural attitudes towards disability and inclusive education. Journal of Educational Research, 115(3), 345-362. Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press. Hackman, H. (2005). Five essential components for social justice education. Equity & Excellence in Education, 38, 103–109. Howes, A., Booth, T., Dyson, A., & Frankham, J. (2005). Teacher learning and the development of inclusive practices and policies: Framing and context. Research Papers in Education, 20(2), 131-146. https://doi.org/10.1080/02671520500077947 Hurtado-Lozano, L. D., & Agudelo-Martínez, A. (2014). Inclusión educativa de las personas con discapacidad en Colombia. Revista CES Movimiento Salud, 2(1), 45-55. Jones, A., & Brown, B. (2019). Addressing the expertise gap in inclusive pedagogy. International Journal of Teacher Education, 30(2), 101-117. Loreman, T., Deppeler, J., & Harvey, D. (2010). Inclusive education: Supporting diversity in the classroom. Routledge. Londoño, A. (2012). Teaching and learning beyond academic reality: An experience on teaching English to cognitively impaired learners. Universidad Tecnológica de Pereira, Facultad de Bellas Artes y Humanidades, Licenciatura en Lengua Inglesa, Pereira. Mármol Castillo, M. C., Conde Lorenzo, E., Cueva Estrada, J. M., & Sumba Nacipucha, N. A. (2022). Desarrollo de habilidades investigativas en estudiantes de Educación Superior a través de neuroeducación. Praxis Pedagógica, 22(32), 141–174. https://doi.org/10.26620/uniminuto. praxis.22.32.2022.141-174 Mármol Castillo, M. C., Conde Lorenzo, E., Cueva Estrada, J. M., & Sumba Nacipucha, N. A. (2022). Desarrollo de habilidades investigativas en estudiantes de Educación Superior a través de neuroeducación. Praxis Pedagógica, 22(32), 141–174. https://doi.org/10.26620/uniminuto. praxis.22.32.2022.141-174 Martínez, S., Varón, V., León, Y. y Barón-Velandia, B. (2023). Mediación efectiva para el desarrollo de la Pedagogía de la Alteridad desde las Tecnologías de la Información y las Comunicaciones. Journal of the Academy,8, 146-163. https://doi.org/10.47058/joa8.9 Maturana, H. & Varela, F. (1973). De máquinas y seres vivos. Autopoiesis: La organización de lo vivo. Buenos Aires: Lumen. Sexta Edición. 1994. McLeskey, J., & Waldron, N. L. (2011). Educational programs for elementary students with learning disabilities: Can they be both effective and inclusive? Learning Disabilities Research & Practice, 26(1), 48-57. Ministerio de Educación Nacional de Colombia. (2017). Política de educación inclusiva. Bogotá: Ministerio de Educación Nacional. Nguyen, P., & Harris, T. (2022). Institutional resistance to inclusive pedagogy in teacher training programs. Educational Leadership Quarterly, 28(1), 56-74. Oliver, M. (1990). The politics of disablement. Basingstoke: Macmillan. https://doi.org/10.1007/978-1-349-20895-1 Putnam, J. (1998). Cooperative learning and strategies for inclusion. Baltimore: Paul Brookes. Rodríguez Pérez, J. A., Guerrero Godoy, R. S., Varon Arciniegas, V., & Baron Velandia, B. (2021). Transformaciones de las prácticas pedagógicas de los profesionales no licenciados. Revista Educare-UPEL-IPB - Segunda Nueva Etapa 2.0, 25(1), 174–200. https://doi.org/10.46498/reduipb.v25i1.1458 Román Acosta, D. D., Alarcón Osorio, D., y Rodríguez Torres, E. (2023). Implementación de ChatGPT: aspectos éticos, de edición y formación para estudiantes de posgrado. Revista Senderos Pedagógicos, 15(1), 15–31. https://doi.org/10.53995/rsp.v15i1.1592 Roman-Acosta, D., & Barón Velandia, B. (2023). Del conocimiento individual a la sinergia colectiva: potenciando la colaboración en las redes de investigación. Estrategia y Gestión Universitaria, 11 (2), 221- 251. https://doi.org/10.5281/zenodo.10085278 Reynolds, M. C., & Ainscow, M. (1994). Education of children and youth with special needs: An international perspective. In Husen, T., & Postlethwaite, T. N. (Eds.), The international encyclopedia of education (2nd ed.). Oxford: Pergamon. Rueda Lizarazo, H., Canós-Darós, L., Santandreu Mascarell, C., & Guijarro, E. (2023). Competencias socioemocionales de pensamiento crítico y resolución de problemas en la formación universitaria. Praxis Pedagógica, 23(35), 232–256. https://doi.org/10.26620/uniminuto.praxis.23.35.2023.232-256 Smith, A., Polloway, E., Patton, J., & Dowdy, C. (2008). Teaching students with special needs in inclusive settings. Pearson. Smith, R. (2020). Resource limitations and inclusive education in teacher training institutions. Educational Development Review, 45(4), 223-238. Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD. UNESCO. (1994). The Salamanca statement and framework for action on special needs education. World Conference on Special Needs Education, Access and Quality. Retrieved from http://www.unesco.org/education/educpro/sne/salamanc/index.htm. UNESCO. (2009). Policy guidelines on inclusion in education. Retrieved from http://www.inclusiveeducation-in-action.org/iea/dokumente/upload/72074_177849e.pdf. UNESCO. (2019). Teacher policy development guide. Paris: UNESCO. Usma, W. (2009). Education and language policy in Colombia: Exploring processes of inclusion, exclusion, and stratification in times of global reform. Profile: Issues in Teachers’ Professional Development,11(1), 123-141.
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spelling	Gómez Bermúdez, Adriana MarcelaBarón Velandia, Benjamín2023-12-30 00:00:002025-11-04T20:44:31Z2023-12-30 00:00:00%0-%12-%302011-9070https://repositorio.cun.edu.co/handle/cun/1057910.52143/2711-029X.10212711-029Xhttps://doi.org/10.52143/2711-029X.1021application/pdfFondo Editorial CUNIgnis - 2024https://creativecommons.org/licenses/by-nc-sa/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://revistas.cun.edu.co/index.php/ignis/article/view/1021Pedagogía inclusivainglés como lengua extranjerapolítica educativasensibilidad culturaldiscapacidadInclusive PedagogyEnglish as a Foreign LanguageEducational policyCultural responsivenessDisabilityEducational policy: Inclusive Pedagogy and Disability in initial Teacher Training for English as a Foreign LanguageArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Textinfo:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionhttps://revistas.cun.edu.co/index.php/ignis/article/download/1021/729Núm. 17 , Año 2023 : Revista Ignis18177IgnisAinscow, M. (1999). Understanding the development of inclusive schools. London: Falmer.Aparisi-Torrijo, S. (2023). La transformación digital en organizaciones de educación superior: estructura intelectual, conceptual y social. Estrategia y Gestión Universitaria, 11 (2), 1-32. https://doi.org/10.5281/zenodo.8144775Barón, B. (2017). Conversaciones. Prácticas vitales en Educación Superior en Colombia. Bogotá: Editorial Aula de Humanidades.Booth, T., Ainscow, M., & Kingston, D. (2000). The index of inclusion: Developing learning and participation in schools. London: CSIE.Caldeiro-Pedreira, M.-C., & Castro-Zubizarreta, A. (2020). ¿Cómo enfrentar la educación en la era de la interactividad? Recursos y herramientas para docentes de educación infantil y primaria. Praxis Pedagógica, 20(26), 33–53. https://doi.org/10.26620/uniminuto.praxis.20.26.2020.33-53Calvo, G., Ortiz, A., & Sepúlveda, E. (2007). La dificultad para concretar las normas en inclusión educativa. Ponencia presentada en el Taller Internacional sobre Inclusión Educativa América Latina- Regiones Cono Sur y Andina, Buenos Aires.Carmen Campoy-Cubillo, M. (2020). Multidimensional networks for functional diversity in higher education: The case of second language education. IntechOpen. https://doi.org/10.5772/intechopen.88073Cardona, M. (2006). Diversidad y educación inclusiva. Enfoques metodológicos y estrategias para una enseñanza colaborativa. Madrid: Pearson Educación S.A.Congreso de Colombia. (2006). Ley 1098 Código de Infancia y Adolescencia. Obtenido el 17 de marzo de 2010, desde http://www.presidencia.gov.co/prensa_new/leyes/2006/noviembre/ley1098081106.pdfCongreso de la República de Colombia. (1994). Ley 115, Por la cual se expide la ley general de educación. Recuperado a partir de: http://www.mineducacion.gov.co/1621/articles-85906_archivo_pdf.pdfCorrea, E., & Wagner, S. (2011). Inclusive education in Colombia: Challenges and perspectives. Journal of Latin American Education, 23(3), 203-218.Cosentino, P., & Sridharan, R. (2017). Teacher input in designing training programs. International Journal of Teacher Education.Department of Science, Education and Training. (2007). Improve the learning outcomes of students with disabilities in the early, middle and post compulsory years of schooling. Canberra: Commonwealth Government. Retrieved from: http://www.dest.gov.au/sectors/school_education/publications_resources/profiles/ learning_outcomes_students_disabilities.htm#abstractDENI. (2006). The future role of the special school. Belfast: Author.Eisenman, L. T., Pleet, A. M., Wandry, D., & McGinley, V. (2011). Voices of special education teachers in an inclusive high school: Redefining responsibilities. Remedial and Special Education, 32, 91-104. https://doi.org/10.1177/0741932510361248Florian, L. (2008). Special or inclusive education: Future trends. British Journal of Special Education, 35(4), 202–208.Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813-828.Florian, L., & Linklater, H. (2010). Preparing teachers for inclusive education: Using inclusive pedagogy to enhance teaching and learning for all. Cambridge Journal of Education, 40(4), 369-386.Florian, L., & Spratt, J. (2013). Enacting inclusion: A framework for interrogating inclusive practice. European Journal of Special Needs Education, 28(2), 119-135.Garcia, M., & Li, S. (2021). Cultural attitudes towards disability and inclusive education. Journal of Educational Research, 115(3), 345-362.Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.Hackman, H. (2005). Five essential components for social justice education. Equity & Excellence in Education, 38, 103–109. Howes, A., Booth, T., Dyson, A., & Frankham, J. (2005). Teacher learning and the development of inclusive practices and policies: Framing and context. Research Papers in Education, 20(2), 131-146. https://doi.org/10.1080/02671520500077947Hurtado-Lozano, L. D., & Agudelo-Martínez, A. (2014). Inclusión educativa de las personas con discapacidad en Colombia. Revista CES Movimiento Salud, 2(1), 45-55.Jones, A., & Brown, B. (2019). Addressing the expertise gap in inclusive pedagogy. International Journal of Teacher Education, 30(2), 101-117. Loreman, T., Deppeler, J., & Harvey, D. (2010). Inclusive education: Supporting diversity in the classroom. Routledge.Londoño, A. (2012). Teaching and learning beyond academic reality: An experience on teaching English to cognitively impaired learners. Universidad Tecnológica de Pereira, Facultad de Bellas Artes y Humanidades, Licenciatura en Lengua Inglesa, Pereira.Mármol Castillo, M. C., Conde Lorenzo, E., Cueva Estrada, J. M., & Sumba Nacipucha, N. A. (2022). Desarrollo de habilidades investigativas en estudiantes de Educación Superior a través de neuroeducación. Praxis Pedagógica, 22(32), 141–174. https://doi.org/10.26620/uniminuto. praxis.22.32.2022.141-174Mármol Castillo, M. C., Conde Lorenzo, E., Cueva Estrada, J. M., & Sumba Nacipucha, N. A. (2022). Desarrollo de habilidades investigativas en estudiantes de Educación Superior a través de neuroeducación. Praxis Pedagógica, 22(32), 141–174. https://doi.org/10.26620/uniminuto. praxis.22.32.2022.141-174Martínez, S., Varón, V., León, Y. y Barón-Velandia, B. (2023). Mediación efectiva para el desarrollo de la Pedagogía de la Alteridad desde las Tecnologías de la Información y las Comunicaciones. Journal of the Academy,8, 146-163. https://doi.org/10.47058/joa8.9Maturana, H. & Varela, F. (1973). De máquinas y seres vivos. Autopoiesis: La organización de lo vivo. Buenos Aires: Lumen. Sexta Edición. 1994.McLeskey, J., & Waldron, N. L. (2011). Educational programs for elementary students with learning disabilities: Can they be both effective and inclusive? Learning Disabilities Research & Practice, 26(1), 48-57.Ministerio de Educación Nacional de Colombia. (2017). Política de educación inclusiva. Bogotá: Ministerio de Educación Nacional.Nguyen, P., & Harris, T. (2022). Institutional resistance to inclusive pedagogy in teacher training programs. Educational Leadership Quarterly, 28(1), 56-74.Oliver, M. (1990). The politics of disablement. Basingstoke: Macmillan. https://doi.org/10.1007/978-1-349-20895-1Putnam, J. (1998). Cooperative learning and strategies for inclusion. Baltimore: Paul Brookes.Rodríguez Pérez, J. A., Guerrero Godoy, R. S., Varon Arciniegas, V., & Baron Velandia, B. (2021). Transformaciones de las prácticas pedagógicas de los profesionales no licenciados. Revista Educare-UPEL-IPB - Segunda Nueva Etapa 2.0, 25(1), 174–200. https://doi.org/10.46498/reduipb.v25i1.1458Román Acosta, D. D., Alarcón Osorio, D., y Rodríguez Torres, E. (2023). Implementación de ChatGPT: aspectos éticos, de edición y formación para estudiantes de posgrado. Revista Senderos Pedagógicos, 15(1), 15–31. https://doi.org/10.53995/rsp.v15i1.1592Roman-Acosta, D., & Barón Velandia, B. (2023). Del conocimiento individual a la sinergia colectiva: potenciando la colaboración en las redes de investigación. Estrategia y Gestión Universitaria, 11 (2), 221- 251. https://doi.org/10.5281/zenodo.10085278Reynolds, M. C., & Ainscow, M. (1994). Education of children and youth with special needs: An international perspective. In Husen, T., & Postlethwaite, T. N. (Eds.), The international encyclopedia of education (2nd ed.). Oxford: Pergamon.Rueda Lizarazo, H., Canós-Darós, L., Santandreu Mascarell, C., & Guijarro, E. (2023). Competencias socioemocionales de pensamiento crítico y resolución de problemas en la formación universitaria. Praxis Pedagógica, 23(35), 232–256. https://doi.org/10.26620/uniminuto.praxis.23.35.2023.232-256Smith, A., Polloway, E., Patton, J., & Dowdy, C. (2008). Teaching students with special needs in inclusive settings. Pearson.Smith, R. (2020). Resource limitations and inclusive education in teacher training institutions. Educational Development Review, 45(4), 223-238.Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.UNESCO. (1994). The Salamanca statement and framework for action on special needs education. World Conference on Special Needs Education, Access and Quality. Retrieved from http://www.unesco.org/education/educpro/sne/salamanc/index.htm.UNESCO. (2009). Policy guidelines on inclusion in education. Retrieved from http://www.inclusiveeducation-in-action.org/iea/dokumente/upload/72074_177849e.pdf.UNESCO. (2019). Teacher policy development guide. Paris: UNESCO.Usma, W. (2009). Education and language policy in Colombia: Exploring processes of inclusion, exclusion, and stratification in times of global reform. Profile: Issues in Teachers’ Professional Development,11(1), 123-141.PublicationOREORE.xmltext/xml2628https://repositorio.cun.edu.co/bitstreams/46e4ed88-2326-4236-988b-244c815b8d94/download88f51e91519211df42081b79d94ad1f9MD51falseAnonymousREADcun/10579oai:repositorio.cun.edu.co:cun/105792025-11-04 15:44:32.02https://creativecommons.org/licenses/by-nc-sa/4.0/Ignis - 2024metadata.onlyhttps://repositorio.cun.edu.coRepositorio Digital Corporación Unificada Nacional de Educación Superiorbdigital@metabiblioteca.com

Educational policy: Inclusive Pedagogy and Disability in initial Teacher Training for English as a Foreign Language

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