Educational Inclusion: An Alternative in Rural Primary Schools in Cuba

Abstract

Inclusion and education are a terminology used more frequently in Cuba and other country in the last years due to its systematic attention taking into consideration the regularities and tendencies in Elementary Education that favor the updated pedagogical tendencies without disregarding its potentialities to deal with diversity. These reasons permit to understand the needs that the teacher in training has to receive pedagogical, psychological and didactic contents from the curricula with the theoretical foundation for their professional development and at the same time it is a tool to cope with the individual differences of the students as a demand of the education. It is no possible to make reference to educational development if the needs are not covered for their development through an adequate instruction and education as pedagogical categories. The fore it is very important this objective, to reflect the importance of inclusion
the educational system for the training of elementary schools, taking a particular significance the rural context.