Referencias

Adami, R. (2014). Re-thinking relations in human rights education: The politics of narratives. Journal of Philosophy of Education, 48(2), 293–307.
Ainscow, M. (2016). Diversity and equity: A global education challenge. New Zealand Journal of Educational Studies, 51(2), 143–155.
Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. Routledge.
Allan, J. (2010). The sociology of disability and the struggle for inclusion. British Journal of Sociology of Education, 31(5), 603–620.
Allan, J. (2015). Inclusion as an ethical project. In S. Tremain (Ed.), Foucault and the government of disability (pp. 281–297). University of Michigan Press.
Althusser, L. (1971). Lenin and philosophy and other essays. Monthly Review Press. Apple, M. W. (2004). Ideology and curriculum. Routledge Falmer.
Apple, M. W. (2005). Doing things the “right” way: Legitimating educational inequalities in conservative times. Educational Review, 57, 271–293.
Apple, M. W. (2015). La construcción de alianzas entre nuestras diferencias. Cuadernos de Pedagogía, 461, 55–60.
Arber, R. E. (2005). Speaking of race and ethnic identities: Exploring multicultural curriculum. Journal of Curriculum Studies, 37, 633–652.
Arnot, M. (2008). Educating the gendered citizen. Routledge.
Artiles, A. J., & Kozleski, E. B. (2016). Inclusive education’s promises and trajectories: Critical notes about future research on a venerable idea. Education Policy Analysis Archives, 24(43), 1–29.
Australian Research Alliance for Children & Youth. (2013). Inclusive education for students with disabilities: A review of the best evidence in relation to theory and practice.
Barton, L. (Ed.). (1996). Disability and society. Longman.
Barton, L. (Ed.). (2001). Disability, struggle and the politics of hope. David Fulton.
Barton, L. (2009). Studies on disability and the quest for inclusivity: Some observations. Revista de Educación, 349, 137–152.
Baudelot, C., & Establet, R. (1971). L’Ecole capitaliste en France [The capitalist school in France]. Maspero. Bernstein, B. (1971). Class, codes and control. Routledge & Kegan Paul.
Bernstein, B. (1996). Pedagogy, symbolic control and identity. Rowman & Littlefield.
Booth, T. & Ainscow, M. (2011). Index for inclusion: Developing learning and participation in schools. Centre for Studies on Inclusive Education.
Bourdieu, P., & Passeron, J. C. (1977). Reproduction in education, society, and culture. SAGE. Bowles, S., & Gintis, H. (1976). Schooling in capitalist America. Routledge & Kegan Paul.
Calderón-Almendros, I. (2011). Breaking away to find a way: Poverty and school failure in a Spanish adolescent life- history. British Journal of Sociology of Education, 32, 745–762.
Calderón-Almendros, I. (2015). Sin suerte pero guerrero hasta la muerte. Educación, pobreza y exclusión en la vida de Medina [Although unlucky, a warrior unto death. Education, poverty and exclusion in life in Medina]. Octaedro.
Calderón-Almendros, I. (2018). Deprived of human rights. Disability & Society, 33(10), 1666–1671.
Calderón-Almendros, I., Ainscow, M., Bersanelli, S., & Molina, P. (2020). Educational inclusion and equity in Latin America: An analysis of the challenges. Prospects: Comparative Journal of Curriculum, Learning, and Assessment, 49(3), 169–186.
Calderón-Almendros, I., & Calderón-Almendros, R. (2016). “I open the coffin and here I am”: Disability as oppression and education as liberation in the construction of personal identity. Disability & Society, 31(1), 100–115.
Calderón-Almendros, I., & Habegger, S. (2017). Education, disability and inclusion: A family struggles against an excluding school. Brill.
Calderón-Almendros, I., & Ruiz-Román, C. (2016). Disadvantaged identities: Conflict and education from disability, culture and social class. Educational Philosophy and Theory, 48(9), 946–958.
Campoy, I. (2015). A review of the idea of human dignity and the values of freedom, equality and solidarity in relation to the foundation of rights. In R. de Asís & F. J. Ansuátegui (Dir.), Essays on human rights (pp. 117–139). Aranzadi.
Campoy, I. (2017). The construction of a human rights model for children, with or without disabilities. Derechos y Libertades, 37, 131–165.
Cara, M. (2013). Academic and social outcomes of children with SEN in the general education classroom. Journal of Educational and Social Research, 3(7), 90–99.
Chancel, L., Piketty, T., Saez, E., & Zucman, G. (Coord.). (2022). World inequality report 2022. World Inequality Lab.
Cologon, K. (2019). Towards inclusive education: A necessary process of transformation. Children and Young People with Disability Australia.
Cologon, K. (2020). Is inclusive education really for everyone? Family stories of children and young people labelled with ‘severe and multiple’ or ‘profound’ ‘disabilities’. Research Papers in Education, 37(3), 395–417.
de Beco, G. (2014). The right to inclusive education according to Article 24 of the UN convention on the rights of persons with disabilities: Background, requirements and (remaining) questions. Netherlands Quarterly of Human Rights, 32(3), 263–287.
de Beco, G. (2016). Transition to inclusive education systems according to the convention on the rights of persons with disabilities. Nordic Journal of Human Rights, 34(1), 40–59.
de Beco, G. (2018). The right to inclusive education: Why is there so much opposition to its implementation? International Journal of Law in Context, 14(3), 396–415.
Doyle, W. (1977). Learning the classroom environment: An ecological analysis. Journal of Teacher Education, 28(6), 51–55.
Echeita, G. (2017). Educación inclusiva. Sonrisas y lágrimas. Aula Abierta, 46(2), 17–24.
Echeita, G. (2022). Progress, challenges and barriers to the development of more inclusive education. Revista Española de Discapacidad, 10(1), 219–229.
Echeita, G., & Ainscow, M. (2011). Inclusive education as a right: Framework and guidelines for action for the development of a pending revolution. Tejuelo, 12, 26–46.
Esteban-Guitart, M., & Saubich, X. (2014). Educational practice based on the funds of knowledge and identity approach. Teoría de la Educación: Revista Interuniversitaria, 25(2), 189–211.
European Agency for Development in Special Needs Education. (2018). Evidence of the link between inclusive education and social inclusion: A review of the literature.
Fisher, D., Roach, V. & Frey, N. (2002). Examining the general programmatic benefits of inclusive schools. International Journal of Inclusive Education, 6(1), 63–78.
Fraser, N., & Honneth, A. (2003). Redistribution or recognition? A political–philosophical exchange. Verso.
Freire, P. (1972). Pedagogy of the oppressed. Penguin.
Freire, P. (1985). The politics of education: Culture, power, and liberation. Macmillan. Freire, P. (2005). Pedagogy of indignation. Routledge.
Freire, P. (2021). Pedagogy of hope: Reliving pedagogy of the oppressed. Bloomsbury.
Gibson, S. (2006). Beyond a “culture of silence”: Inclusive education and the liberation of “voice”. Disability & Society, 21(4), 315–329.
Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30(1), 79–90.
Goodley, D. (2014). Dis/ability studies: Theorizing disablism and ableism. Routledge.
Graham, L., & Slee, R. (2008). An illusory interiority: Interrogating the discourse/s of inclusion. Educational Philosophy and Theory, 40, 277–293.
Haug, P. (2017). Understanding inclusive education: Ideals and reality. Scandinavian Journal of disability Research, 19(3), 206–217.
Hehir, T., Grindal, T., Freeman, B., Lamoreau, R., Borquaye, Y. & Burke, S. (2016). A summary of the evidence on inclusive education. Alana Institute.
Hernández, J. M. (2017). Acoso escolar y Trastorno del Espectro del Autismo: Guía de actuación para profesorado y familias [School bullying and Autism Spectrum Disorder: Action guide for teachers and families]. Confederación Autismo España.
Isaacs, D. (2020). “I don’t have time for this”: Stuttering and the politics of university time. Scandinavian Journal of Disability Research, 22(1), 58–67.
Jackson, R. (2008). Inclusion or segregation for children with an intellectual impairment: What does the research say?. Queensland Parents for People with a Disability.
Jordan, A., Glenn, C., & McGhie-Richmond, D. (2010). The supporting effective teaching (SET) project: The relationship of inclusive teaching practices to teachers’ beliefs about disability and ability, and about their roles as teachers. Teaching and Teacher Education, 26(2), 259–266.
Kenworthy, J., & Whittaker, J. (2000). Anything to declare? The struggle for inclusive education and children’s rights. Disability & Society, 15(2), 219–231.
Kurth, J. A., Morningstar, M. E., & Kozleski, E. (2014). The persistence of highly restrictive special education placements for students with low-incidence disabilities. Research and Practice for Persons with Severe Disabilities, 39(3), 227–239.
Lindsay, G. (2007). Annual review: Educational psychology and the effectiveness of inclusive education/ mainstreaming. British Journal of Educational Psychology, 77, 1–24.
Lipsky, D., & Gartner, A. (1996). Inclusion, school restructuring, and the remaking of American society. Harvard Educational Review, 66, 762–797.
Lorna, M. D. (2017). Including education. In L. Ramrathan, L. Le Grange, & P. Higgs (Eds.), Education for initial teacher training (pp. 383–400). Juta & Company.
Lyche, C. (2010). Taking on the completion challenge: A literature review on policies to prevent dropout and early school leaving [OECD Education Working Papers, 53]. Organisation for Economic Co-operation and Development.

Masschelein, J., & Simons, M. (2005). The strategy of the inclusive education apparatus. Studies in Philosophy and Education, 24, 117–138.

McDermott, T., Porter, J., Ingram, J., & Daniels, H. (2021). The development of a tool for investigating the barriers and supports to participation in school life and feelings of belonging: Part 1. European Journal of Special Needs Education, 36(5), 787–802.
Messiou, K., & Ainscow, M. (2015). Responding to learner diversity: Student views as a catalyst for powerful teacher development? Teaching and Teacher Education, 51, 246–255.
Miles, S., & Singal, N. (2010). The education for all and inclusive education debate: Conflict, contradiction or opportunity? International Journal of Inclusive Education, 14, 1–15.
Mojtar-Mendieta, L., & Calderón-Almendros, I. (2021). Silenced voices leading school changes, Spain. Enabling Education Review, 10, 28–29.
Murillo, J., & Martínez-Garrido, C. (2018). Magnitude of school segregation by socioeconomic level in Spain and its autonomous communities and comparison with the countries of the European Union. Revista de Sociología de la Educación, 11(1), 37–58.
Ngwena, C. G. (2013). Human right to inclusive education: Exploring a double discourse of inclusive education using South Africa as a case study. Netherlands Quarterly of Human Rights, 31(4), 473–504.
Oliver, M. (1990). The politics of disablement. Macmillan.
Olsson, I., & Nilholm, C. (2022). Inclusion of pupils with autism—A research overview European Journal of Special Needs Education. 1–15.
Palacios, A. (2008). El modelo social de la discapacidad: Orígenes, caracterización y plasmación en la Convención Internacional sobre los Derechos de las Personas con Discapacidad. Comité Español de Representantes de Personas con Discapacidad.
Peters, S. (2003). Inclusive education: Achieving education for all by including those with disabilities and special needs. World Bank Disability Group.
Puigdellivol, I., Petreñas, C., Siles, B., & Jardí, A. (2019). Estrategias de apoyo en la escuela inclusiva. Una visión interactiva y comunitaria. Graó.
Puig-Rovira, J. M. (Coord.). (2012). Cultura moral y educación. Graó.
Purdue, K., Ballard, K., & MacArthur, J. (2001). Exclusion and inclusion in New Zealand early childhood education: Disability, discourses and contexts. International Journal of Early Years Education, 9(1), 37–49.
Rose, C. A., Monda-Amaya, L. E., & Espelage, D. L. (2011). Bullying perpetration and victimization in special education: A review of the literature. Remedial and Special Education, 32(2), 114– 130.
Ruppar, A. L., Allcock, H. C., & Gonsier-Gerdin, J. (2017). Ecological factors affecting access to general education content and contexts for students with severe disabilities. Remedial and Special Education, 38(1), 53–63.
Shirley, D., & Hargreaves, A. (2021). Five paths of student engagement: Blazing the trail to learning and success. Solution Tree Press.
Skliar, C. (2008). ¿Incluir las diferencias? Sobre un problema mal planteado y una realidad insoportable. Orientación y Sociedad, 8, 1–17.
Skrtic, T.M. (1995). Power/knowledge and pragmatism: A postmodern view of the professions. In T. Skrtic (Ed.), Disability and democracy: Reconstructing (special) education for postmodernity (pp. 25–62). Teachers College Press.
Slee, R. (2001). Social justice and the changing directions in educational research: The case of inclusive education. International Journal of Inclusive Education, 5, 167–177.
Slee, R. (2011). The irregular school. Routledge.
Slee, R. (2018). Inclusive education isn’t dead, it just smells funny. Routledge.
Slee, R., & Allan, J. (2001). Excluding the included: A reconsideration of inclusive education. International Studies in Sociology of Education, 11(2), 173–191.
Soldevila-Pérez, J., Calderón-Almendros, I., & Echeita, G. (2022). My (school) life is expendable: Radicalizing the discourse against the miseries of the school system. In J. Collet, M. Naranjo, & J. Soldevila (Eds.), Global struggles for inclusive education: Lessons from Spain. Springer.
Spivak, G. C. (2006). Can the subaltern speak? In C. Nelson & L. Grossberg (Eds.), Marxism and the interpretation of culture (pp. 271–316). Macmillan.
Szumski, G., Smogorzewska, J., & Karwowski, M. (2017). Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis. Educational Research Review, 21, 33–54.
Tomlinson, S. (2012). The irresistible rise of the SEN industry. Oxford Review of Education, 38(3), 267–286.
Torres, J. (2008). Diversidad cultural y contenidos escolares [Cultural diversity and content taught at schools]. Revista de Educación, 345, 85–110.
Touraine, A. (2000). Can we live together?: Equality and difference. Stanford University Press.
United Nations. (1948). Universal declaration of human rights.
United Nations. (1965). International convention on the elimination of all forms of racial discrimination.
United Nations. (1966). International covenant on economic, social and cultural rights.
United Nations. (1989). Convention on the rights of the child.
United Nations. (2006). Convention on the rights of persons with disabilities.
United Nations. (2013). Thematic study on the right of persons with disabilities to education.
United Nations Committee on Economic, Social and Cultural Rights. (1999). General comment no. 13: The right to education.
United Nations Committee on the Rights of Persons with Disabilities. (2016). General comment no. 4 on the right to inclusive education.
United Nations Committee on the Rights of Persons with Disabilities. (2017). Report of the investigation related to Spain under article 6 of the optional protocol.
United Nations Committee on the Rights of Persons with Disabilities. (2020). Views adopted by the committee under article 5 of the optional protocol, concerning communication No. 41/2017.
United Nations Educational, Scientific and Cultural Organization. (1960). Convention against discrimination in education.
United Nations Educational, Scientific and Cultural Organization. (1990). World declaration on education for all and framework for action to meet basic learning needs.
United Nations Educational, Scientific and Cultural Organization. (1994). The Salamanca statement and framework for action on special needs education.
United Nations Educational, Scientific and Cultural Organization. (2005). Guidelines for inclusion: Ensuring access to education for all.
United Nations Educational, Scientific and Cultural Organization. (2015). Education for all 2000–2015: Achievements
and challenges.
United Nations Educational, Scientific and Cultural Organization. (2016). Education 2030: Incheon declaration and framework for action for the implementation of sustainable development goal 4.
United Nations Educational, Scientific and Cultural Organization. (2017). A guide for ensuring inclusion and equity in education.
United Nations Educational, Scientific and Cultural Organization. (2019). On the road to inclusion.
United Nations Educational, Scientific and Cultural Organization. (2020a). Global education monitoring report 2020:
Inclusion and education—All means all.
United Nations Educational, Scientific and Cultural Organization. (2020b). Towards inclusion in education: Status, trends and challenges: The UNESCO Salamanca statement 25 years on.
van Dijk, T.A. (2005). Racismo, Discurso y Libros de Texto. Potlatch, 2(2), 15–37.
Waddington, L. & Toepke, C. (2014). Moving towards inclusive education as a human right: An analysis of international legal obligations to implement inclusive education in law and policy.
Maastricht Faculty of Law Working Paper, 2014(7), 1–80.
Waitoller, F. R. (2020). Excluded by choice. Urban students with disabilities in the marketplace. Teachers College Press. Watson, K., Millei, Z., & Bendix Petersen, E. (2020). Silence and its mechanisms as the discursive production of the “normal” in the early childhood classroom. Journal of Childhood, Education & Society, 1(2), 103–115.
Whitburn, B., & Thomas, M. K. E. (2021). A right to be included: The best and worst of times for learners with disabilities. Scandinavian Journal of Disability Research, 23(1), 104–113.
Ziljak, O. (2013). Learning outcomes and inclusive education of students with Intellectual disabilities. Revija za socijalnu politiku, 20(3), 275–291.