Curriculum Guidelines for Science Education in the Context of Inclusion

The school must be a scenario of opportunities that promotes equitable teaching and learning environments in response to the capacities of the subjects, which implies the recognition of diversity in the classroom and the design of strategies that allow the cognitive and social development of students. Thus, a set of public policies on inclusive education has been generated worldwide, with which the participation of all children and young people in conditions of cultural, sensory, and gender diversity, among others, is sought. Thus, it is necessary that the different disciplines begin the generation of reflections on what implies the approach of their objects of knowledge for people with differentiated sensory abilities, contributing to the ideals of education for all (UNESCO. Conferencia Mundial sobre la Educación para Todos – Satisfacción de las Necesidades Básicas de Aprendizaje [World conference on education for all – Meeting basic learning needs], Jomtien, Thailand. https://unesdoc.unesco.org/ark:/48223/pf0000184556 , 1990). Therefore, in this chapter, we present a set of guidelines that allow establishing starting points for the construction of school scientific knowledge in contexts of inclusion, from epistemological, social, pedagogical, and didactical aspects. With these in mind, we seek to promote respectful training processes in which we recognize the characteristics of the contexts, sensory possibilities, and conceptual demands to approach the study of different phenomena.