Inclusive Schooling: a challenge for distance education
DOI:
https://doi.org/10.55777/rea.v18i35.8037Keywords:
inclusive education, distance education, attention to diversity, technologyAbstract
The inclusion of all those who need and want to be educated has become a major concern and one of the greatest challenges in recent educational history (Daniels and Garner, 1999). Unfortunately, in the past, not all individuals who were at the age of compulsory education and not all those who wished to access post-compulsory education were able to do so, as the education systems of the most advanced countries did not consider students as a whole from the point of view of attention to diversity (Araque and Barrio, 2010). Until well into the 20th century, education systems viewed their potential students from a totally inflexible and homogenising perspective. In this scenario, the teacher occupies a prominent place, especially in distance education.
Within distance education, teachers play an essential role since, in addition to providing content and knowledge to their students, they must be able to motivate them in a complex environment that requires not only empathy, but also a great mastery of technology and methodology that leads them to be in constant training without neglecting their basic functions (Peinado, 2022; Centeno-Caamal et al., 2023). In other words, distance learning teachers have the obligation to constantly adapt to the virtual environment. Their quality will be measured by taking all these parameters into account. Thus, the quality of distance education, where its levels of inclusion are also measured, is subject to strict evaluation processes in which its teaching staff must meet highly demanding standards that go beyond the strictly academic.
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