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XIX NAZIOARTEKO KONGRESUA eta XXXIX UNIBERSITATE ETA HEZKUNTZA INKLUSIBOAREN JARDUNALDIAK
XIX INTERNATIONAL CONGRESS AND XXXIX CONFERENCE ON UNIVERSITIES AND INCLUSIVE EDUCATION

01.
SUBMISSION AND ACCEPTANCE OF ABSTRACTS

The abstract is a brief presentation of an experience, proposal, or research conducted by one or more authors.

Abstracts of the proposals must adhere to the Abstract Template of the conference and should be submitted via the Abstract Submission form by December 18.

The abstract of the proposal will be evaluated by the Organizing Committee. Acceptance or non-acceptance of the Communication Abstract will be communicated to the primary author by email on January 15.

THEMATIC AREAS

  • INCLUSIVE SCHOOL

    An inclusive school embraces and values diversity as the foundation of its actions to ensure that all children and young people have access to quality, fair, and equitable education. It aims to achieve educational success for all students, promoting their maximum personal, social, emotional, and academic development.

    Responding to students from an inclusive perspective requires implementing strategies that meet their individual needs and removing barriers that may limit their holistic development. This implies a substantial change in the structure, operation, and pedagogical proposals of all educational spaces.

    Universal Design for Learning (UDL) is one of the approaches aimed at enabling the participation and interaction of all students in regular educational contexts, addressing the teaching and learning process based on individual needs and capacities.

    Proposed lines of work:

    Universal Design for Learning (UDL).
    Curriculum.
    Educational space: school, classroom, playground, and other spaces. Educational stages: Early Childhood Education, Primary Education, Secondary Education, Vocational Training, university, and Adult Education.

  • INCLUSIVE COMMUNITY

    The Inclusive Community embraces, respects, and values diversity (social, cultural, sexual, functional...) in our neighbourhoods, towns, and cities as the fundamental foundation from which to begin building inclusive, participatory, equitable, resilient, and sustainable contexts (Agenda 2030: SDGs 1, 4, and 11).

    The Inclusive Community has a clear transformative intention that aims to ensure accessibility, participation, and enjoyment for all individuals in all community infrastructures within the territory (socio-educational centers, cultural centers, youth centers, women's houses, senior centers, cafeterias, squares, parks...); making specific efforts to improve the living conditions of the most vulnerable or excluded social groups.

    Proposed lines of work:

    Facilities, community services, and community projects: leisure (childhood, adolescence, and youth), culture-art, urban design, community care, social services, inter-culturality, equality, housing, empowerment, socio-labour inclusion,...

  • INCLUSIVE METHODOLOGIES

    The implementation of inclusion in educational centers requires a diverse approach to the teaching and learning process, which is based on a change in attitudes, values, and references throughout the educational community. This implies a global change in the education system and, consequently, in the methodological approaches that are applied.

    This inclusive perspective on education is based on three key pillars:

    a) Diversity is a natural, undeniable, and enriching fact. It is urgent to overcome the problematizing or paternalistic view of differences, rejecting logics that adhere to normative standards and introducing new, more open and flexible forms of action.
    b) The acceptance and valuation of diversity lead to the collective benefit of eliminating categories and labels, promoting the transformation of an educational system that, in many cases, still distinguishes, categorizes, and discriminates against some students.
    c) Inclusion goes beyond integration and ensuring access, understanding that both participation and educational achievement should be part of any inclusive proposal, and that this involves systemic changes beyond isolated methodological approaches.

    Proposed lines of work:

    Inclusive Methodologies: School Action; Socio-educational Action; Participatory Action Research (PAR); Inclusive Research; Post qualitative Research.
    Research Ethics; Care Ethics; Pedagogy of Tenderness; Pedagogy of Otherness.

  • NETWORK CREATION

    The school as an educational institution must be responsive to emerging socio-educational needs and demands that need to be addressed.

    The school, as a promoter of a community cultural project, must consider proposals for coordination between the school and society. Thus, working in networks represents a fundamental element for improving the school's function in cooperation with the community. Networked work dynamics that enable collaboration in achieving educational goals are those that build relationships in shared and diversified spaces through sustained interaction among professionals, services, and institutions.

    The training of professionals is one of the key factors in effectively and efficiently applying methodologies for networked, participatory, inclusive, and transformative work.

    Proposed lines of work:

    Networking and/or coordination between institutions, services, professionals, and agents (the case of people with rare diseases); Institutional styles that promote inclusion.
    Support and independent living.
    Educational and communicative processes.

02.
PRESENTATION OF EXTENSIVE WORK AT THE CONGRESS

  • All extensive works will be presented at the Conference by one of the authors in the different spaces organized for each of the four thematic areas, in a concise manner (without prior exposition), through participation in a dialogic discussion. The person responsible for coordinating the session will facilitate and promote the debate.

  • The presentation of the extensive works will take place throughout the day on March 14,  in the spaces organized around each thematic area of the conference.

  • An individual certificate will be issued for each extensive work presented.

  • Authors who only wish to participate by sharing their work in the dialogic discussion at the conference are not required to present the extensive written work.

KEY DATES

December January February March April May
Submission of Abstract Before December 18
Acceptance of Abstract 15 January
Submission of Full Paper (only for papers aiming for publication) 5 February
Discussion and Presentation of Conference Papers 14 March
Acceptance/Rejection of Written Papers for Publication x x
Collaborators
Organization

Faculty of Education, Philosophy, and Anthropology, Donostia-San Sebastián

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