Inclusive pedagogical practices for attending students in rural primary schools

Abstract

Inclusive education has been consolidated through international frameworks such as the Salamanca Statement (1994) and the Convention on the Rights of Persons with Disabilities (2006), which recognize the right of all children to an equitable education in mainstream schools. In Colombia, Decree 1421 of 2017 seeks to guarantee this right; however, gaps persist between policy and its implementation, especially in rural areas. This essay argues that, in rural primary schools, inclusive practices remain limited and are often reduced to enrollment, without ensuring participation, learning, and recognition of diversity. The objective is to analyze how pedagogical practices for students with disabilities are developed and structured in rural institutions. A documentary literature review is used, complemented by an analysis of pedagogical practices. The findings reveal structural limitations, insufficient teacher training, a lack of resources, difficulties in access, and weak institutional coordination—factors that directly affect educational opportunities. Consequently, inclusion is not fully realized due to insufficient teacher training, the difficulty of implementing regulations, and the scarcity of resources in rural schools, which widens the gap between rhetoric and reality. This study seeks to highlight rural dynamics, understand these practices within their context, and provide input for strengthening institutions and designing relevant strategies that promote equitable, humane, and participatory education.