Inclusive education through children's literature: reading to interiorize differences

The meaning of Inclusive Education throughout the history of education in our country, has been taking different meanings and multiple forms. We are in a continuous process of change and it is necessary to train teachers with new skills, capable of facing what the word inclusion really means. The purpose of this review is to take a path of Inclusive Education and propose new pedagogical practices that provide experiential and enriching experiences. The concept of Children’s Literature will also be studied; from the difficulty it presents as such to the importance of the story as a resource to address the diversity of the classroom. Finally, an “inclusion proposal” is proposed that combines both aspects, on the one hand, the importance of educational inclusion and, on the other hand, the possibility of improving that situation through children’s literature. The methodology was based on analyzing the content of stories that talk about characters with functional diversity and once the theme and the "disabilities" were determined, those whose text spoke of functional diversities that were associated with an ephemeris worked in the school were selected. This proposal focuses on highlighting the knowledge and discoveries made about inclusion in current years and the intrinsic value of literature in the classroom. It concludes with the idea of a didactic proposal that allows us to check and study in detail if the works are adequate to treat the inclusion in the classroom