Metacognitive stimulation: a resource for inclusive education. Reflections and requirements for practice

Abstract

The development of theories about social and educational inclusion is a key aspect in the formation of men and women in this century. But, by overcoming the approaches focused on the special educational need, new challenges are opened in which self-regulation, become keys to dispose people to inclusion from a comprehensive and supportive stance of life. How to get new proposal, is the theme that the authors assume as an opportunity to justify the complementarity that sustains the relationship between metacognitive stimulation and inclusive education. An analysis of the budgets of both processes is carried out and the edges are delineated that allow identifying the potentialities that the family and the school have in these areas and assume a proposal of requirements to carry out this project. The ideas presented in the essay are part of a research project in which the search for resources for social learning supports new proposal for inclusive education.