Quality of life of children in inclusion

This is a complex issue because the ideal of every society is to provide the population with disabilities all the conditions so that they can perform equitably within society and have an adequate life project.

Our organizations worldwide are no strangers to these requirements, which is why they put all their efforts to regulate and promulgate the need to improve the quality of life of this population, the World Health Organization (Health, 2021) in article 25 of the Convention on the Rights of Persons with Disabilities (CRPD) recognize that persons with disabilities have the right to enjoy the highest attainable standard of health without discrimination, but the reality is that few countries provide adequate and quality services to persons disabled. Generating increasingly wide gaps in poverty and inequity, the WHO reported that more than 1 billion people in the world have some type of disability. The number of people with disabilities is increasing drastically due to demographic trends and the increase in the prevalence of chronic diseases, they also continue to affirm that people with disabilities have the least access to health care services, and that there are many Sometimes these needs go unmet. It is very important that as citizens we understand that governments and institutions are not able to cover these needs due to the increasingly vertiginous increase in the population with disabilities, and it is necessary that we become aware of the importance of supporting them and joining forces for the benefit of those who most require it, in this way to achieve the objective, we also cannot ignore the health crisis with COVID-19 that has been generated worldwide, increasing the problem much more, the World Bank (World, 2021) reports that with the general closure of schools, children with disabilities do not have access to basic services such as feeding programs, assistive technologies, support staff, recreation programs, extracurricular activities, and water, sanitation, and hygiene programs. In addition to deepening the digital gap of students related to access to equipment, electricity and the Internet, added to the fact that the parents of children with some type of disability were their teachers (a high percentage without the necessary training or knowledge), in addition of the suspension of the transport service that was affected and many people with disabilities require this for their transfers. The global outlook will be increasingly affected if we do not join efforts to reverse these needs since the World Bank reports that poverty can increase the risk of disability due to malnutrition, especially in children, inadequate access to education and health services, polluted environments and lack of access to clean water and sanitation.

It is also very important to highlight how the Royal Academy of Language (Spanish) defines quality of life as the set of conditions that contribute to making life pleasant, dignified and valuable. Being very far from that concept.

There is little information on quality of life in children and young people, which is still very incipient and even more so in the population of children and young people with disabilities.

The school has a very important role in the life and future of children and young people with disabilities, since they are the ones who have the knowledge, carry out accompaniment and generate support strategies, in the same way it is crucial not to rule out at any time the co-responsibility of families.

Within the purposes of the quality of life of a person with disabilities, it is indisputable to make educational inclusions, we take as a reference the document made by (Booth, 2003)

Inclusion means:

Diversity and, therefore, that:

Inclusion is not about any particular group of students, but concerns all students in the school.

• Diversity is a value.

• Categorization must be minimized.

Learning and participation and therefore:

• It involves removing barriers to learning and participation that affect teachers as well as students.

• It implies participation in the academic, social and cultural life of the community to which the local school belongs.

• Implies the right of all students to learn.

Democracy and, therefore, that:

• All voices should be heard.

• Collaboration is essential at all levels.

The school as a whole and, therefore, that:

• Barriers to learning and participation appear in all aspects of school. Those that exist within individual learners should not be considered the first.

• Everyone is a learner: teachers, members of the administration and services, students and members of the community.

• Inclusion is not only about school practices, but also about the culture and policies of educational institutions at all levels of the system.

• It is the school as a system that has to change.

A process that affects society as a whole and, therefore:

• Educational inclusion and exclusion are related to justice for all in society.

• It is a political issue and, therefore, controversial.

• It is a continuous process, not a state that can be reached, nor a certificate that once acquired cannot be lost.

Photo by Lukas on Pexels.com


Booth, T. N. (2003). Developing inclusive teacher education. Londres.

Española, R. A. (s.f.). Diccionario. Madrid: RAE.

Mundial, B. (2021). Entendiendo a la pobreza: Discapacidad.

Salud, O. M. (2021). Discapacidad y Salud. OMS.

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