We want

The individuals and collectives that promote this initiative firmly believe in the need to transform and improve the Spanish education system from an inclusive perspective, with the conviction that, in doing so, we contribute to the development of a more equitable, fairer, and therefore more democratic society.

We share the basic moral principle of considering that all human beings are equal in dignity and rights, regardless of differential characteristics in terms of gender, ability, beliefs, social status, or any other, and that these characteristics constitute the richness of human diversity through which we shape plural societies.

We affirm that this conviction in favor of inclusive education is based on an extensive body of international norms, conventions, and treaties which, in the field of human rights, forms an International Bill of Human Rights, providing legitimacy and legal backing to the aspirations that mobilize us to achieve deeper and more sustained progress in the field of inclusive education.

We recall that the Spanish Constitution, in accordance with its article 96.1, mandates that international treaties ratified by Spain regarding human rights become part of its legal system and that, therefore, due to their nature as higher-ranking norms, they require lower-ranking norms (laws, regulations, or other provisions) to conform to what is established in said treaties.

We know, furthermore, that the United Nations system has established as one of the main Sustainable Development Goals, within the framework of the 2030 Agenda (SDG 4), the inescapable commitment for all states to advance, without delay, towards the development of quality education systems guided by equity and inclusion.

We are aware that this educational and social ambition necessarily entails a profound and systemic transformation of current education systems, through a process that must be made sustainable over time, and which will require determination, will, and effective resources, but which cannot be delayed, because the school life and the future of many girls and boys who are already experiencing situations of exclusion today are at stake, and will not accept delays.

We rely on a vast body of knowledge and research in this field, conducted with the highest level of rigor, which has demonstrated that the development of inclusive school cultures, policies, and practices is not only just and necessary but also possible and feasible, and we oppose having all of this overshadowed by false beliefs, myths, misunderstandings, hoaxes, and lies.

We demand a coherent short, medium, and long-term plan, accompanied by sustained and sufficient investment to generate the appropriate capacities within the system and among teachers at all educational stages. This planning and investment will allow for the creation and construction of school cultures, policies, and practices that embody the values of equality, respect for diversity, and the development of freedom, so that all students, without euphemisms, can share a common space for learning and social participation, where they can feel they belong and be part of the group of children in their neighborhoods, towns, or environments, who are accepted and recognized for who they are.

We act as free and responsible citizens, untethered to economic or any other type of interests, except for the best interests of the child and the fulfillment of the rights that all children have recognized.

We are convinced that we are supported by reason, legality, and an ethics that cares for the well-being, full life, and welfare of everyone, and here we declare:

We want Inclusive Education and we are going to support every person and collective willing to create it, because this is how we advance in our humanity, and because this will be the best legacy for our sons and daughters, for future generations, and to help achieve a life in society that is dignified for everyone, sustainable, and worth living.