Departmental 18 2001 order authorizing the reorganisation of special education centres and the 24 2003 establishes national guidelines for inclusive education, the latter consists of 31 articles, given in Santo Domingo, Distrito Nacional, Capital of the Dominican Republic, to the 4 days of the month of July of the year 2008. I believe that the strategy most appropriate is that students in classrooms and those with special educational needs are brought to the place where you will be given specialized treatment, but once completed you are returned to the group. Investigations made in Europe, where more experience, has lived that they have walked through all levels throughout history, transiting the cruelty, mockery, indifference care with exclusion, integration and inclusion of those considered different, there are several factors that allow me to affirm that the inclusion of students with special education needs regulating if possiblenot to mention the fact that is difficult. In such research could reveal that many students without apparent difficulties do not learn and others marked with limitations have achieved an execution right within regular schools, also note that sometime in school life between 15% and 20% of all children have special needs. A fact that I believe also interesting this research made in these 15 European countries is that the presence of expert teachers is not essential to pay attention to diversity. It is interesting to see the case of Panama in its progress towards inclusive education, being a Latin American country with similarity to ours in many aspects.
So you have decided to take some study data (the real effectiveness that has the educational inclusion program in the metropolitan area of the city of Panama). The history of inclusive education, where the social rights of Panamanians, enshrined in addition was opened in Panama since the Constitution of 1946, expresses the obligation that has the Panamanian State to protect persons with disabilities. However, it wasn’t until 1989, when the Ministry of education, acknowledges the permanence of special classrooms for integration in schools, this gave him a legal character to inclusive education and without a doubt a great achievement for integration of persons with disabilities. The Panamanian system uses two modes of integration: the first mode consisted of a special group with her special teacher, a group with its special in a school teacher regular, a special group with its special teacher but individually attend certain academic subjects or a special group with its special teacher who attends a group regular in subjects not academic. The second is characterized according to the child integrated into all subjects with special support in special schedules.
For schools in our country become inclusive is necessary: improve physical structures. Sensitize communities train staff and over all a change in attitude of the individuals involved in the process. I can say that if we have a good box of possible serious tool inclusive education in our country, and this would be the best that human beings we educate to live in society and is a common world not in special worlds, so we all need to learn to live with others regardless of differences. Since education can give answer to discrimination in all areas, and thus eradicate this social evil. Insofar as education is inclusive to be better human beings to live in society, will make us more sensitive and supportive.