Educación inclusi a pa a pe sonas con discapacidad
in elec ual: una mi ada a los en oques y desa íos
ac uales
Lukáš S á ek
Czech Uni e si y o Li e Sciences P ague. Ins i u e o Educa ion and Counselling.
Depa men o Pedagogy V lázních 3, 159 00 P aha 5 – Malá Chuchle, Czech Republic.
E-mail: s a ekl@i p.czu.cz; ORCID ID: h ps://o cid.o g/0000-0002-6068-215X
Resumen. Es e a ículo se cen a en un análisis compa a i o de la educación
inclusi a pa a pe sonas con discapacidad in elec ual en di e en es sis emas educa i os.
El obje i o del es udio es iden i ica los p incipales en oques de inclusión, e alua su
e icacia y compa a los ac o es cla e que in luyen en la implemen ación de es a egias
inclusi as. El es udio u iliza un en oque cuali a i o basado en la sín esis de uen es
expe as exis en es. Se ealizó un análisis de con enido compa a i o de los cua o es-
udios seleccionados, complemen ado con una búsqueda bibliog á ica más amplia,
lo que pe mi ió iden i ica las ca ac e ís icas comunes y dis in i as de los en oques
inclusi os. El análisis se basó en la codi icación emá ica de ca ego ías cla e como
ma cos legisla i os, es a egias pedagógicas y apoyo al alumnado con di icul ades de
ap endizaje. Los esul ados mues an que la educación inclusi a pa a pe sonas con
discapacidad in elec ual se e in luenciada no solo po la no ma i a legisla i a, sino
ambién po la disponibilidad de apoyo educa i o especial, el en oque del p o eso ado
y el g ado de coope ación en e cen os educa i os y amilias. Los modelos e icaces de
inclusión p io izan el apoyo indi idualizado, la o mación sis emá ica del p o eso ado
y la coope ación in e disciplina . Dado el ápido desa ollo de los mé odos pedagógi-
cos y las he amien as ecnológicas, cabe supone que la educación inclusi a segui á
cambiando y eque i á una adap ación e inno ación cons an es. El es udio con ibuye
a una comp ensión más p o unda de los ac o es que in luyen en la educación inclusi a
y o ece ecomendaciones pa a la p ác ica pedagógica, incluyendo la in oducción de
o mas de apoyo más lexibles y una mejo o mación docen e. Los hallazgos pueden
se i de base pa a u u as in es igaciones sob e la e icacia de las es a egias inclusi as
en di e en es con ex os educa i os.
Palab as cla e: educación inclusi a, discapacidad in elec ual, es a egias pedagógicas, educación
especial, legislación.
Recibido: 25/07/2025 ~ Acep ado: 15/10/2025
INTERACCIÓN Y PERSPECTIVA
Re is a de T abajo Social
ISSN 2244-808X ~ Dep. Legal pp 201002Z43506
DOI: h ps://doi.o g/10.5281/zenodo.17642297
Vol. 16 (1): 227 - 242 pp, 2026
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Inclusi e educa ion o people wi h in ellec ual disabili ies:
a look a cu en app oaches and challenges
Abs ac . This a icle ocuses on a compa a i e analysis o inclusi e educa ion
o people wi h in ellec ual disabili ies in di e en educa ional sys ems. The aim o
he s udy is o iden i y he main app oaches o inclusion, e alua e hei e ec i eness
and compa e he key ac o s in luencing he implemen a ion o inclusi e s a egies.
The s udy uses a quali a i e app oach based on he syn hesis o exis ing expe sou ces.
A compa a i e con en analysis o he ou selec ed s udies was conduc ed, comple-
men ed by a b oade li e a u e sea ch, which enabled he iden i ica ion o common
and dis inc ea u es o inclusi e app oaches. The analysis was conduc ed based on
hema ic coding o key ca ego ies such as legisla i e amewo ks, pedagogical s a e-
gies and suppo o pupils wi h lea ning disabili ies. The esul s show ha inclusi e
educa ion o people wi h in ellec ual disabili ies is in luenced no only by legisla i e
egula ions, bu also by he a ailabili y o special educa ional suppo , he app oach o
eache s and he deg ee o coope a ion be ween schools and amilies. E ec i e models
o inclusion emphasise indi idualised suppo , sys ema ic eache aining and in e -
disciplina y coope a ion. Gi en he apid de elopmen o pedagogical me hods and
echnological ools, i can be assumed ha inclusi e educa ion will con inue o change
and equi e cons an adap a ion and inno a ion. The s udy con ibu es o a deepe un-
de s anding o he ac o s in luencing inclusi e educa ion and o e s ecommenda ions
o pedagogical p ac ice, including he in oduc ion o mo e lexible o ms o suppo
and imp o ed eache aining. The indings can se e as a basis o u u e esea ch on
he e ec i eness o inclusi e s a egies in di e en educa ional con ex s.
Keywo ds: inclusi e educa ion, in ellec ual disabili y, pedagogical s a egies, special educa ion,
legisla ion.
INTRODUCTION
The educa ional policy o he Czech Republic aims a he de elopmen o an educa ional
sys em in which educa ion is a he o e on o socie y and indi iduals. Educa ion is conside ed o
be an impo an alue ha indi iduals de elop h oughou hei li es. Quali y educa ion should
be accessible o e e yone so as o gi e e e yone an equal chance in li e. A e e y le el o educa ion,
i is impo an ha s uden s know wha is expec ed o hem and wha hey can expec . Educa ion
is based on he cu en s a e o human knowledge, encou ages c ea i i y and mee s he needs o
socie y. People accumula e knowledge h oughou hei li es. His in e es in educa ion is suppo ed
by quali y eaching s a . They should be well-p epa ed o hei p o ession and should be able o
guide and mo i a e pupils o achie e he maximum in he se objec i es, aking in o accoun he
social endencies ela ed o inclusi e educa ion.
Inclusi e educa ion o people wi h in ellec ual disabili ies is a key a ea o con empo a y
pedagogy ha e lec s b oade socie al changes in a i udes owa ds people wi h special educa-
ional needs. Wi h inc easing e o s o ensu e equal oppo uni ies and emo e ba ie s, legisla i e
amewo ks, pedagogical s a egies and suppo mechanisms a e being de eloped in many coun ies
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a ound he wo ld o enable he e ec i e inclusion o pupils wi h in ellec ual disabili ies in main-
s eam educa ion.
Al hough he concep o inclusi e educa ion is based on he idea o equali y and social jus ice,
i s implemen a ion aces a numbe o challenges. These include no only ins i u ional and legis-
la i e condi ions, bu also he p ac ical applica ion o app op ia e eaching me hods, he ole o
eache s and eaching assis an s, and he a ailabili y o he necessa y esou ces and suppo . While
in some coun ies he e is a long adi ion o inclusi e educa ion, in o he s his app oach is s ill
aking shape and aces signi ican obs acles.
The aim o his a icle is o iden i y he key ac o s in luencing inclusi e educa ion o people
wi h in ellec ual disabili ies h ough a compa a i e analysis o a ious s udies. In pa icula , we will
ocus on he legisla i e amewo k, pedagogical s a egies used, ba ie s o he implemen a ion o
inclusi e policies and he impac on eaching s a . The analysis will o e a syn hesis o indings
om di e en coun ies and educa ion sys ems in o de o o mula e ecommenda ions o u he
de elopmen s in his ield.
The ollowing chap e s will i s in oduce he esea ch me hodology, which desc ibes he
app oach o compa a i e analysis o expe s udies. Nex , he indi idual aspec s o inclusi e educa-
ion will be discussed, paying pa icula a en ion no only o he di e ences be ween he di e en
app oaches, bu also o hei commonali ies and po en ial applica ions in p ac ice. The inal pa o
he pape will hen summa ise he main indings and o e ecommenda ions o imp o ing inclu-
si e p ac ice in he ield o educa ion o people wi h in ellec ual disabili ies.
METHODOLOGY
This a icle is based on a compa a i e analysis o he li e a u e on inclusi e educa ion o
people wi h in ellec ual disabili ies. The chosen me hodology is based on a syn hesis and c i ical
e alua ion o ele an s udies ha add ess he legisla i e amewo k, pedagogical s a egies, ba ie s
o inclusion and possible solu ions. The aim o his analysis is o iden i y common and di e gen
aspec s o di e en app oaches o inclusion in di e en educa ional con ex s, wi h an emphasis on
he e ec i eness o he measu es in oduced and hei eal impac on educa ional p ac ice.
Compa a i e analysis, also known as he compa a i e me hod, is a scien i ic app oach based
on he sys ema ic compa ison o wo o mo e phenomena, en i ies o sys ems in o de o iden i y
hei simila i ies and di e ences. This me hod is widely used in a ious scien i ic disciplines, includ-
ing sociology, his o y, an h opology, economics, and educa ion. In he con ex o li e a u e wo k,
compa a i e analysis allows o a deepe unde s anding o he opics unde in es iga ion h ough
s uc u ed compa ison o di e en sou ces and pe spec i es. (Schweis u h e al., 2020) Thus, he
use o compa a i e analysis in li e a u e wo k equi es ca e ul planning and clea delinea ion o he
aspec s being compa ed in o de o achie e alid and eliable esul s.
S udies ha me he ollowing c i e ia we e selec ed o he compa a i e analysis:
• Thema ic ele ance - he included s udies deal wi h he issue o inclusi e educa ion o
people wi h in ellec ual disabili ies, ocusing on legisla i e aspec s, pedagogical s a egies, ba-
ie s and challenges o inclusion o he ole o eaching s a .
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• Me hodological c edibili y - s udies we e selec ed wi h ega d o hei scien i ic alidi y, i.e.
whe he hey a e published in pee - e iewed jou nals o a e pa o academic esea ch p ojec s.
• In e na ional pe spec i e - aking in o accoun s udies om di e en educa ion sys ems
allows o a b oade iew o inclusi e educa ion and i s di e en implemen a ion in p ac ice.
• P ac ical applicabili y - a icles ha con ain empi ical da a, case s udies o speci ic in e en-
ion s a egies we e p io i ized o o e no only heo e ical bu also p ac ical insigh s.
• The ollowing aspec s we e key in he analysis:
• Legisla i e amewo k - how coun ies app oach inclusion in e ms o legisla ion and wha
mechanisms suppo he inclusion o people wi h in ellec ual disabili ies in mains eam edu-
ca ion.
• Applied pedagogical me hods - wha s a egies and app oaches a e used in inclusi e educa-
ion and wha is hei e ec i eness.
• Challenges o inclusion - wha ba ie s o e ec i e inclusion and wha s a egies a e used
o o e come hem.
• Impac on eaching s a - how inclusi e educa ion a ec s eache s and eaching assis an s,
hei p o essional compe ences and wo king condi ions.
• A compa a i e app oach was used as he main me hod o analysis as i allows o he iden-
i ica ion o di e ences and commonali ies in inclusi e educa ional app oaches ac oss s udies.
The ollowing we e s udied as pa o he analysis:
• Conclusions om pee - e iewed a icles - hei key ideas we e ca ego ized and compa ed.
• S a is ical da a - whe e s udies ha e been supplemen ed by quan i a i e esea ch, his da a
has been used o suppo conclusions.
• Case s udies - whe e a icles con ained desc ip ions o speci ic inclusi e p og ammes, hei
s eng hs and weaknesses we e analysed.
• Compa a i e ables and hema ic analysis - we e c ea ed o isualize he di e ences be ween
he di e en app oaches and o iden i y ends and pa e ns in inclusi e educa ion.
Al hough he analysis is based on a wide ange o expe s udies, he e a e limi a ions. One o
hese is he a ailabili y o p ima y empi ical da a ha would allow o deepe compa isons o he
e ec i eness o inclusi e s a egies in speci ic school se ings. Ano he limi a ion is he a iabili y o
educa ion sys ems in di e en coun ies, which may a ec he ans e abili y o some conclusions.
The esul s o his pape should he e o e be seen as an indica i e o e iew o ends and challenges
in inclusi e educa ion ha need o be u he in es iga ed and adap ed o he speci ic condi ions
o indi idual educa ion sys ems.
RESULTS
Legisla i e and ins i u ional amewo k
Inclusi e educa ion o people wi h in ellec ual disabili ies is signi ican ly in luenced by he
legisla i e and ins i u ional amewo k ha de ines he igh s o pupils wi h special educa ional
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needs and se s ou he obliga ions o school ins i u ions and s a e ins i u ions. This amewo k
a ies om coun y o coun y depending on he his o ical de elopmen o educa ion sys ems, he
deg ee o suppo o inclusi e educa ion and he legisla i e measu es ha de e mine he condi ions
o he in eg a ion o pupils wi h in ellec ual disabili ies in o mains eam educa ion. In addi ion
o na ional legisla i e a angemen s, in e na ional ag eemen s, con en ions and guidelines ha se
s anda ds o inclusi e educa ion policy a a global le el play an impo an ole.
In e na ional o ganisa ions such as he Uni ed Na ions, UNESCO and he Eu opean Union
ha e long p omo ed inclusi e educa ion as a key p inciple in school policy. Among he mos im-
po an documen s a e he Uni ed Na ions Con en ion on he Righ s o Pe sons wi h Disabili ies
(UNCRPD, 2006), which es ablishes he igh o inclusi e educa ion wi hou disc imina ion and
on he basis o equal oppo uni ies. A icle 24 o his con en ion obliges signa o y s a es o ensu e
inclusi e educa ion sys ems a all le els.
Ano he impo an documen is he Salamanca Decla a ion (1994), adop ed a a UNESCO
con e ence, which o he i s ime sys ema ically de ined he p inciples o inclusion and ecom-
mended ha coun ies adap hei educa ion sys ems o he needs o pupils wi h disabili ies. The
Eu opean Union also p omo es inclusi e educa ion h ough di ec i es and s a egic documen s
such as he Eu opean Disabili y S a egy 2021-2030, which emphasises he need o s eng hen in-
clusi e app oaches o educa ion.
A he na ional le el, app oaches o inclusion a y depending on he legal and ins i u ional
condi ions in each coun y. In he Scandina ian coun ies (Sweden, No way, Finland), o ex-
ample, inclusi e educa ion is i mly ensh ined in law and mains eam schools ha e an obliga ion
o p o ide suppo o pupils wi h in ellec ual disabili ies wi hou seg ega ing hem. In con as , in
some Cen al Eu opean coun ies, including he Czech Republic, inclusion has unde gone majo
e o ms in ecen yea s, bu he e is s ill a duali y be ween mains eam and special schools.
The igh o educa ion is a undamen al human igh . A e 1990, he s uc u e o he school
sys em in he Czech Republic was c ea ed as pa o he equaliza ion o educa ional oppo uni ies.
I gua an ees he igh o e e y indi idual o an educa ion acco ding o his o he abili ies and
skills. These igh s a e also egula ed in he cu en e sion o Educa ion Ac No. 82/2015 Coll.
on p e-school, p ima y, seconda y, highe oca ional and o he educa ion. (amendmen o Ac No.
561/2004 Coll.) This Ac ensu es educa ion acco ding o he needs o each indi idual, equal access
o educa ion o all wi hou disc imina ion, ee educa ion and he possibili y o li elong lea ning
o indi iduals. A he same ime, i de ines and egula es he educa ion sys em o pupils wi h
special educa ional needs, which include pupils wi h men al disabili ies. The aim o he legisla-
i e changes was o comp ehensi ely change he en i onmen o inclusi e educa ion in p ima y
schools. The educa ion o child en, pupils and s uden s can be ca ied ou wi h he help o suppo
measu es. The law de ines ... „suppo i e measu es means necessa y adjus men s in educa ion and
school se ices app op ia e o he heal h condi ion, cul u al backg ound o o he li ing condi ions
o he child, pupil o s uden . Child en, pupils and s uden s wi h special educa ional needs ha e
he igh o he p o ision o suppo measu es ee o cha ge by he school and educa ional es ab-
lishmen .“ (§16, Ac No. 82/2015 Coll.)
Pupils wi h special educa ional needs a e en i led unde he abo e-men ioned law o he p o-
ision o suppo measu es, which consis o he p o ision o counselling assis ance, adap a ion o
he o ganisa ion, aids, wo kplace, he use o compensa o y aids, educa ion acco ding o an indi-
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idual plan, he use o a eaching assis an o o he eaching s a , e c. The egula ion o he ules
o he educa ion o child en, pupils and s uden s wi h special educa ional needs and he educa ion
o pupils e e ed o in A icle 16(9) o he Educa ion Ac is deal wi h in de ail in Dec ee No.
27/2016 Coll. This Dec ee cha ac e ises he possibili ies o suppo measu es ha lead o he co -
ec ion o a pupil‘s lea ning and educa ional p oblems due o a medical condi ion and also deals
wi h an indi idual educa ion plan o pupils wi h special educa ional needs.
Educa ion is also one o he basic componen s o an indi idual‘s in eg a ion in o socie y. The
p omo ion o in eg a ion and equal oppo uni ies wi hin educa ion is also e iden in he Czech
Republic‘s accession o he Con en ion on he Righ s o Pe sons wi h Disabili ies (which was done
in 2009), which akes disabili y as a concep o in e ac ion and seeks o comba disc imina ion
and, con e sely, o p omo e equal oppo uni ies. The pu pose o his ea y is o p o ec and ensu e
he ecogni ion o human igh s o people wi h disabili ies , including people wi h in ellec ual
disabili ies. Fu he mo e, by signing he Con en ion, he Czech Republic has commi ed i sel o
elimina e p ejudices and s e eo ypes agains people wi h disabili ies in socie y. I hus gua an ees,
among o he hings, o c ea e condi ions o equal oppo uni ies in educa ion, he de elopmen
o alen s, c ea i i y o po en ial and he p omo ion o an inclusi e app oach in educa ion. I also
gua an ees o assis in he acquisi ion o p ac ical and heo e ical knowledge acco ding o he abili-
ies and skills o each indi idual and o p o ide an app op ia e en i onmen , o m o educa ion o
access o all le els o educa ion (Con en ion on he Righ s o Pe sons wi h Disabili ies).
An impo an s anda d is he Na ional Cu iculum, which p esen s amewo k cu icula ha
se he di ec ion and con en o eaching o di e en ypes o educa ional ins i u ions and o di -
e en le els o educa ion. The F amewo k Cu icula a e egula ed by he Minis y o Educa ion,
You h and Spo s o he Czech Republic. The F amewo k Cu iculum is, among o he hings, se
ou o p e-school educa ion and egula es he cu iculum and con en o eaching in kinde ga -
ens o special schools. The e is also a amewo k cu iculum o p ima y educa ion egula ing he
educa ion o pupils wi h mild men al disabili ies, unde which he educa ional p ocess is adap ed
acco ding o he physical and psychological capabili ies o he pupils. The e is also a amewo k cu -
iculum o special p ima y schools and a amewo k cu iculum o oca ional educa ion. These
p og ammes p o ide he basic cu icula on which indi idual schools subsequen ly base he p epa-
a ion and implemen a ion o eaching, including schools o pupils wi h in ellec ual disabili ies
(Team o au ho s, F amewo k cu iculum o p ima y educa ion, 2017).
The amewo k cu icula a e ollowed by school cu icula, which a e de eloped by each school
i sel , based on he amewo k cu iculum designed o he ype o educa ion in ha ype o es-
ablishmen . I necessa y, an indi idual educa ion plan is hen de eloped o pupils, which is pa -
icula ly sui able o indi idually in eg a ed pupils, pupils wi h in ellec ual disabili ies, bu also o
g oup-in eg a ed pupils o pupils in special school se ings. I is based on he school cu iculum and
is d awn up acco ding o he in o ma ion om he esul s o psychological and special educa ion
examina ions. The plan ou lines he con en and iming o he lessons o ma ch he pupils‘ abili ies
and skills. I also lis s all he suppo measu es o be used in he pupil‘s lea ning. This plan is usu-
ally d awn up be o e he pupil s a s school, bu i may change as necessa y du ing he school yea .
Suppo measu es a e ensh ined in Czech legisla ion, namely Ac No.82/2015 Coll., which
amends Ac No.561/2004 Coll., on p e-school, p ima y, seconda y, highe oca ional and o he
educa ion, and Dec ee No.27/2016 Coll., on he educa ion o pupils wi h special educa ional
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needs and gi ed pupils. Suppo measu es consis o counselling assis ance om he school and
he school counselling cen e. On he basis o hei ecommenda ions, adjus men s a e made o
he o ganisa ion o he con en , assessmen , o ms and me hods o educa ion and school se ices,
including he p o ision o eaching o special educa ion subjec s and including he ex ension o he
leng h o seconda y o highe oca ional educa ion by up o wo yea s. Fu he mo e, he condi ions
o admission o and comple ion o educa ion shall be amended. The use o compensa o y aids,
special ex books and special eaching aids, he use o communica ion sys ems o dea and dea -
blind pe sons, and he expec ed lea ning ou comes wi hin he limi s se by he amewo k educa-
ion p og ammes and acc edi ed educa ion p og ammes will be de ined. They also p o ide o he
possibili y o educa ion in acco dance wi h he IVP o he use o an assis an o o he pedagogical
wo ke (in e p e e , ansc ibe , e c.). (Ac No. 82/2015 Coll.).
The se e i y o indi idual disabili ies equi es a ying deg ees o suppo o ensu e ha he
esul ing e ec is as accep able o he pupil as possible, while achie ing he bes possible esul s
wi hin he limi s o wha is possible. Suppo measu es a e di ided in o i e le els acco ding o
o ganisa ional, pedagogical and inancial equi emen s. Suppo measu es can be combined. Sup-
po measu es o he highe le els a e used only in cases whe e he suppo measu es o he lowe
le els a e insu icien o mee he pupil‘s lea ning po en ial. Inclusion in suppo measu es shall be
de e mined by he implemen ing egula ion. Suppo measu es o he i s le el a e applied by he
school wi hou a ecommenda ion om he counselling cen e; suppo measu es o he second o
i h le el can only be applied wi h a ecommenda ion om he counselling cen e. The p io w i -
en in o med consen o he adul pupil o legal gua dian is always a condi ion o he p o ision o
second o i h le el suppo measu es. I , on he basis o he ecommenda ion o he counselling
cen e, i is no longe necessa y o p o ide a second o i h le el suppo measu e, he school shall
cease o p o ide i a e consul a ion wi h he pupil o legal ep esen a i e.
In he Uni ed S a es, inclusi e educa ion is egula ed by he Indi iduals wi h Disabili ies Edu-
ca ion Ac (IDEA, 1990), which ensu es he igh o a ee and accessible educa ion o all child en
wi h disabili ies. This law equi es schools o p o ide wha a e called Indi idual Educa ion Plans
(IEPs), which se ou speci ic suppo s o each s uden wi h special needs.
A compa ison o in e na ional and na ional app oaches shows ha while some coun ies ha e
a long adi ion o inclusi e educa ion and legisla ion is comp ehensi ely de eloped, in o he coun-
ies he e a e s ill ins i u ional ba ie s ha p e en he ull implemen a ion o inclusion.
In he p ocess o implemen ing inclusi e educa ion, bo h go e nmen ins i u ions, which
a e esponsible o he de elopmen and implemen a ion o educa ion policy, and NGOs, which
p o ide suppo o schools, eache s and amilies o child en wi h in ellec ual disabili ies, play a
key ole.
Go e nmen o ganisa ions, such as minis ies o educa ion, inspec ion bodies o esea ch in-
s i u es, a e asked wi h c ea ing he legisla i e amewo k and ensu ing compliance. Many coun-
ies ha e special agencies o inclusi e educa ion ha coo dina e he implemen a ion o inclusi e
measu es in school p ac ice. In he Czech Republic, o example, his ole is pa ly ul illed by he
Na ional Pedagogical Ins i u e o he Czech Republic, which is in ol ed in aining eache s and p o-
iding me hodological suppo .
234 S á ek
In e acción y Pe spec i a. Re is a de T abajo Social Vol. 16(1): 2026
NGOs play an impo an ole in ad ocacy, amily suppo and he p o ision o specialis se -
ices. Many o ganisa ions ocus on aising awa eness o inclusi e educa ion and suppo ing schools
in implemen ing inclusi e me hods. Some o he mos p ominen o ganisa ions wo king in his
a ea include:
• Eu opean Agency o Special Needs and Inclusi e Educa ion, which coo dina es esea ch and
me hodological suppo in he ield o inclusi e educa ion in Eu ope.
• Inclusion In e na ional, a global ne wo k o o ganisa ions p omo ing he igh s o people
wi h in ellec ual disabili ies.
• Czech P o essional Socie y o Inclusi e Educa ion (ČOSIV), which ocuses on imp o ing he
condi ions o inclusion in Czech schools.
These o ganisa ions no only p o ide me hodological ma e ials and expe ad ice, bu also
o en play a key ole in moni o ing compliance wi h inclusi e policies and p omo ing changes in
legisla ion.
In some coun ies, pa icula ly in Scandina ia and Wes e n Eu ope, he e is close coope a ion
be ween go e nmen al and non-go e nmen al o ganisa ions, which enables mo e e ec i e imple-
men a ion o inclusi e measu es. In Sweden, o example, NGOs a e in ol ed in he de elopmen
o educa ion policies and help schools o apply inclusi e me hods.
In con as , in coun ies wi h less de eloped inclusi e policies, NGOs ace many obs acles,
including lack o inancial suppo and limi ed oppo uni ies o in luence public educa ion policy.
In hese cases, inclusion is o en implemen ed as an isola ed ini ia i e o indi idual schools a he
han as a sys ema ic pa o he na ional educa ion sys em.
The legisla i e and ins i u ional amewo k plays a c ucial ole in he p ocess o inclusi e
educa ion o people wi h in ellec ual disabili ies. A compa ison o di e en app oaches shows
ha success ul implemen a ion o inclusion depends no only on he exis ence o app op ia e leg-
isla ion, bu also on good ins i u ional suppo and coope a ion be ween go e nmen al and non-
go e nmen al ac o s. In e na ional expe ience sugges s ha he mos e ec i e inclusi e educa ion
occu s whe e legisla ion is unde pinned by conc e e suppo mechanisms and whe e he e is coo -
dina ed coope a ion be ween he s a e, schools and ci il socie y.
Pedagogical s a egies
Inclusi e educa ion o people wi h in ellec ual disabili ies emphasizes he use o inno a i e
pedagogical s a egies ha suppo he e ec i e pa icipa ion o s uden s in he educa ional p ocess.
Key s a egies include di e en ia ed ins uc ion and indi idual educa ion plans, which allow con-
en , me hods and assessmen o be adap ed o he abili ies and needs o indi idual pupils. Ano he
impo an a ea is he applica ion o assis i e echnologies o acili a e communica ion, cogni i e
de elopmen and independence o pupils wi h in ellec ual disabili ies. These s a egies a e based on
mode n app oaches o inclusi e pedagogy and e lec he legisla i e and ins i u ional amewo k o
inclusion.
Di e en ia ed ins uc ion is a pedagogical s a egy ha espec s indi idual di e ences among
s uden s and adap s he con en , lea ning p ocess and assessmen ou comes o hem. In he educa-
ion o pupils wi h in ellec ual disabili ies, i is essen ial o ensu e ha eaching me hods a e a ied
o ma ch hei cogni i e abili ies, lea ning pace and p e e ed lea ning s yles. As s a ed by Inclusion
Educación inclusi a pa a pe sonas con discapacidad in elec ual: una mi ada a los en oques
y desa íos ac uales 241
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