(Im)possibilities of the Integrated Education and Training Program (IETP) on the path to inclusion

Abstract

Today, schools are intended to be spaces and communities in which all differences are respected and where everyone has a response adjusted to their real needs. In this article, we present the results of a study that started from the question “Is the Integrated Education and Training Program in line with current national policies in terms of inclusion?” which was operationalised with the following objectives: i) to know the perspective of different actors on the Integrated Education and Training Program in a school located in an Educational Territory of Priority Intervention and in a school not integrated into an Educational Territory of Priority Intervention; ii) understand if there are differences in the response of schools, given the specific nature of these territories. The investigation was carried out in two schools, using different data collection techniques: semi-structured interviews, direct observation of classes and document analysis. The results, supported by the triangulation of different sources, lead us to consider that Program as a socio-educational measure that enhances social inclusion and school inclusion, as well as the existence of differences in the two groupings in terms of timetables, in the composition of classes, in the constitution and articulation of technical-pedagogical teams, in pedagogical practices and the relationship between students and teachers and staff.