Students' Voices on Inclusive Education in Urban Schools of Argentina
Keywords:
inclusive education, student voice, disability, Argentina, participatory research, secondary educationAbstract
This qualitative study explores students' perspectives on inclusive education practices within urban Argentine secondary schools, addressing the critical gap in research that frequently excludes student voices from inclusive education discourse. Employing participatory research methodologies, the study engaged 127 students with and without disabilities across six secondary schools in Buenos Aires and Córdoba through focus groups, photovoice activities, and individual interviews. Students articulated nuanced understandings of inclusion extending beyond physical presence to encompass belonging, meaningful participation, peer relationships, and pedagogical responsiveness. Findings reveal that students value inclusive environments fostering mutual respect and friendship across differences, yet identify persistent barriers including inadequate teacher preparation, inflexible curriculum and assessment, attitudinal prejudices, and insufficient support services. Students with disabilities emphasized the psychological burden of constantly advocating for accommodations and navigating peers' curiosity or rejection. Neurotypical students expressed desires to support disabled peers but lacked knowledge about appropriate interactions and assistance.
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