When educational laws do not take into consideration scientific evidence, they do not help teachers in the full development of inclusive education

From the Universal Declaration of Human Rights, the Convention against Discrimination in Education, declared by the UN in the 1960s, to the Salamanca Statement and Framework for Action on Special Needs Education, several countries have committed themselves to work for and for the inclusion and rights of children, adapting the corresponding educational laws to it. However, this commitment is not generalized or supported, and it is undermined at the time of its materialization in teaching practice, due to the lack of resources, both in terms of staff training, classroom ratio, as well as materials, that the country’s own government administration can provide to public educational centers.

1. Murphy, M., Thompson, S., Doyle, D., & Ferri, D. (2022). Inclusive education and the law in Ireland. International Journal of Law in Context, 1-21. doi:10.1017/S1744552322000180
2. Bose, B., & Heymann, J. (2020). Do inclusive education laws improve primary schooling among children with disabilities? International Journal of Educational Development, 77(102208), 102208. https://doi.org/10.1016/j.ijedudev.2020.102208
3. Forlin, P., & Forlin, C. (1998). Constitutional and Legislative Framework for Inclusive Education in Australia. Australian Journal of Education, 42(2), 204–217. https://doi.org/10.1177/000494419804200206