‘Quererla es Crearla’ is having a very wide impact in the media across a broad spectrum. Below are some of the news articles, interviews, and reports published in the print press, as well as on television and radio.
TV Reports
The Adventure of Knowledge, RTVE
Thesis, Canal Sur
Audio description [AD]: Introduction to the TESIS program, Canal Sur.
(Background music)
Audio description [AD]: A diverse group of people enters the University of Malaga campus, surrounded by green areas. They sit on a circular stone bench and begin to chat animatedly. Close-ups capture their excited expressions and enthusiasm in their interactions.
Audio description [AD]: Teresa Racón speaks to the camera in a green area.
Teresa Racón:— Quererla es crearla is a movement that had its beginnings in a workshop held here at the University of Malaga. It brought together people from all over Spain—teachers, students, education professionals, counselors—and from there, we began to identify a series of needs that the school seemed to have. Transformations that were necessary to make it more inclusive.
Audio description [AD]: Several people enter the building of the Faculty of Education Sciences in Malaga.
Label: Educating in equality.
[Música]
Audio description [AD]:The lobby of the Faculty of Education is shown, followed by Ignacio Calderón speaking to the camera in a green area.
Label:Ignacio Calderón, professor at the Faculty of Education Sciences of the UMA and member of 'Quererla es Crearla'.
Ignacio Calderón:— It emerges from several places. On the one hand, from the social sphere, from the activism of many people who have been working for a long time, but also from the university, due to the desire to fundamentally transform how schools serve the entire population.
Audio description [AD]: A group of young people of different ages converse in a natural environment. People join them.
Label:El proyecto 'Quererla es Crearla' de la Universidad de Málaga trabaja en pro de un sistema educativo basado en la equidad y la inclusión.
Ignacio Calderón (v.o.):— Entonces, de alguna manera, hay una unión entre los deseos de la gente por transformar esas escuelas y el trabajo que se está haciendo en la universidad para apoyar a esa gente en la elaboración de discursos, en la construcción de nuevas prácticas, en la transformación de políticas, etcétera.
Audiodescripción [AD]: Diana Farzaneh habla a cámara en un aula del CEIP La Parra.
Rótulo: Diana Farzaneh, maestra de Pedagogía Inclusiva en CEIP La Parra.
Diana Farzaneh:—Students who are excluded are the most vulnerable students, because they do not fit within that normative framework that we understand as 'normal,' such as students with a sexual orientation different from the majority, students with cognitive peculiarities, physical peculiarities, peculiarities in their way of communicating...
For us, differences are not a problem, they are not a difficulty. We want girls and boys who are people who value differences as something wonderful and necessary, and not as a problem that someone feels differently from me. That someone thinks, moves, or speaks differently from me.
Audio description [AD]: The group of participants embrace and laugh as the camera focuses on each of them.
Audio description [AD]: Carmen Moreno speaks to the camera in a green area.
Caption: Carmen Moreno, member of 'Quererla es crearla'.
Carmen Moreno:—'Quererla es crearla' is a project that, above all, we believe is the foundation for an inclusive school. The main seed is for the entire educational community and society to understand and recognize the right to inclusive education. We need to change our perspective and culture.
Audio description [AD]: The group enters a classroom at CEIP La Parra and sits down. The documentary Quererla es Crearla.
Caption: The group works on advising and training educational centers so they can implement a more egalitarian model in the classrooms.
Audio description [AD]: Carmen Matés speaks to the camera in a classroom at CEIP La Parra.
Caption: Carmen Matés, director of CEIP La Parra.
Carmen Matés:—We found ourselves needing someone external to help us work on inclusion. So, we contacted the University, spoke with Nacho Calderón, and he came to train the teaching staff on how we could work in that inclusive school.
At first, we understand that inclusive school seems like magic, right? You do a training, and it seems like you've got it. And you realize, from the moment you start, that it's the opposite. It's a world you have to work on, day by day, and when it comes to addressing any conflict, which is natural in educational centers, the question is how we are going to address it, beyond learning. There we already have the need for how we can do it, right?
Audio description [AD]: Diana Farzaneh speaks to the camera in a classroom at CEIP La Parra.
Diana Farzaneh:— La estructura que tenemos ahora mismo en el sistema educativo no nos permite construir desde el principio la inclusión, porque el currículum supone una diferencia. El currículum, tal como está organizado ahora mismo, la mayoría del profesorado utiliza libros de texto, por ejemplo. Pues eso ya va a suponer una barrera enorme para todas las niñas y todos los niños, no solamente para un lado más peculiar, sino también para el resto que está entendiendo que el conocimiento viene empaquetado en un libro, que lo que esa editorial marca. Que es lo que hay que saber y el resto no interesa. Por ejemplo, eso es contrario a los valores culturales, ¿no?
En nuestro colegio hay niñas y niños de distintas culturas y, sin embargo, los libros de texto solo hablan de una cultura muy concreta. Las suyas están invisibilizadas. Si entendiéramos que eso es el currículum, pues estaríamos invisibilizando y quitándole valor a su cultura, a la que ellas y ellos traen. A los saberes que las niñas y los niños traen.
Audiodescripción [AD]: Carmen Matés habla a cámara en un aula del CEIP La Parra.
Carmen Matés:— Es muy difícil hacer una enseñanza… masiva, ¿no? Para todos iguales. Bueno, es fácil hacerla, pero no es fácil que llegue a todo el alumnado porque cada uno aprende de una manera distinta y cada uno tiene unas emociones y cada uno viene con una mochila cargada de manera distinta.
Con lo cual, darle respuesta a cada uno de los alumnos es donde viene la exigencia del profesor. De que necesitamos esa formación, esa ayuda, esa reflexión constante a la que, a veces, no estamos acostumbrados los profesores, en que necesitamos aprender escuchando del otro.
Audio description [AD]: The documentary Quererla es crearla is projected in the classroom of CEIP La Parra. Initial scene: Collage. A child smiles on a large fuchsia gear. In the foreground, an old typewriter with a writing that says "but we wanted love". On the left side, a document titled "Convention on the Rights of the Child (11.20.1989)."
Audio description [AD]: Next, images alluding to slavery and the anti-racist struggle follow. Among them, the faces of Martin Luther King, Nelson Mandela, Rosa Parks, a Black woman voting, and protesters appear.
Narrator (v.o.):— There was a time when the color of some human beings made them the property of others, a time when the law discriminated and segregated them. But we wanted freedom.
[Música]
Audio description [AD]: Scenes of students participating in the recording of the documentary.
Label 1. Make the institution participate.
Label 2. It helps to avoid prejudices and favors dialogue between generations and groups.
Label 3: Students from the Faculty of Education Sciences have contributed to the project with a YouTube channel to offer didactic content.
Label 4: Teresa Rascón, professor of Education Sciences at UMA and member of Quererla es Crearla.
Teresa Rascón (v.o.):—The participation of students from the university here in those tutorial videos has been very participatory from the beginning. Furthermore, it was work that I consider very enriching for them because they had a period in which they had to prepare the scripts. We tutors reviewed them, and from there, they had to memorize them, record them...
In other words, I believe that for them, at least the evaluation they made of that process was very positive. And the fact that the product created here, within the university, doesn't stay within these four walls, but rather goes out and will truly be useful for training, for example...
Audio description [AD]: Teresa Rascón speaks to the camera in a green area.
Teresa Rascón (v.o.):—For example, we are using it for teacher training courses. It is even available on the university's website. In other words, any educational center that wishes to can access the page ofwww.creemoseducacioninclusiva.comand there you have all the resources we have been creating uploaded.
Audio description [AD]: Teresa Rascón and Ignacio Calderón show materials and resources from Quererla es Crearla to the participating group in a classroom at CEIP La Parra.
Ignacio Calderón (v.o.):—A lot of creative narratives have emerged from reality about how people can transform reality, the reality that is harming them or that can be greatly improved. So the guides that have been made emerge from that.
Audio description [AD]: Ignacio Calderón speaks to the camera in a green area.
Ignacio Calderón:— Several guides have been built: a guide for building public policies; a guide that students have created for other students, so that they themselves can build their own schools. That is, they don't have to wait for the teaching staff to do it, but rather they get to work building those inclusive schools.
Audio description [AD]: Three young people are looking through a magazine titled How to Make School Inclusive, from The Adventure of Learning.
Ignacio Calderón:— There is a guide created by families on how to dissent in schools; a guide for counselors to build guidance practices that are in line with inclusion and human rights.
Audio description [AD]: Ignacio Calderón speaks to the camera in a green area.
Ignacio Calderón:—And finally, there is another one for schools themselves to build participatory action research processes, which is the other major methodology we have used.
Audio description [AD]: Official meeting between the Minister of Education, Pilar Alegría, and the Secretary of State for Education, Alejandro Tiana, and two young people, seated in front of them. One of the young people addresses them.
Young person:—... they tried to expel him from school. And we have a friend, Rubén, who was indeed expelled from school.
Audio description [AD]: In an outdoor space, two young people dance in the background and a third young person, in a wheelchair, remains near a table in the foreground. Next, a young person with a backpack walks through a square with restaurant tables.
Caption: The documentary Quererla es crearla, directed by Cecilia Barriga and with the participation of the collective, was screened at the Reina Sofía Museum in Madrid.
Audio description [AD]: Ignacio Calderón habla a cámara en una zona verde.
Ignacio Calderón:— El documental 'Quererla es crearla' es un documental que dirige Cecilia Barriga, una cineasta chilena con un largo recorrido, y emerge de una historia: la historia de Rubén Calleja y su familia en la lucha por su derecho a la educación inclusiva, que le había sido vulnerado y que, recientemente, fue reconocido por la ONU como una vulneración del Estado español a un derecho humano fundamental de un niño.
Audiodescripción [AD]: Antón Fontao, en una escena del documental, hablando a cámara junto a otra persona.
Ignacio Calderón:— Partiendo de ahí, de esa historia, el documental lo que hace es como de espejo de todo el proceso investigador iniciado, que tiene una parte biográfica en la historia de Rubén, pero también en las historias de otras familias que cuentan qué es lo que les ha ido sucediendo en las escuelas, qué es lo que no funciona…
Audiodescripción [AD]: Raúl Aguirre in front of a young person communicating with gestures. Next, Indira with an adult and a young person paying attention and smiling at her. Behind Indira, in a natural setting, a young person blows soap bubbles next to an adult who appears to be smiling.
Audio description [AD]: Three young people sitting on a stone bench. All three are looking at the camera. Malena Calderón, a participant in the documentary Quererla es Crearla, is sitting in the center. To her left is Alberto Sánchez, also a participant.
Malena Calderón:— Recording this documentary has been quite good, because we have made many friends in Spain, we have been able to speak with the Minister of Education to fix things in schools, or at least try.
Audio description [AD]: Four young participants in the documentary conversing animatedly. Among them are Rubén Calleja, Antón Fontao, and Malena Calderón. The setting is an outdoor space with stone walls. Next, two young people sitting on natural ground. One of them is painting or reading on a tablet. The other appears to be playing with the dirt.
Malena Calderón:— We have conveyed to them that everyone needs to be included in schools and that many children feel excluded because they are not in mainstream classes.
Alberto Sánchez:—It has been a great experience because it has given me quite a few things, including knowing that, even if it seems like you are alone, you are not, because there are people going through the same thing as you. And, well, it has served me to support and be supported by the people who have participated in this.
Audio description [AD]:The group participating in the CEIP La Parra training meets in a circle in a natural environment or park. They converse and exchange ideas.
Alberto Sánchez:—With the documentary, what we want to ask is that everyone must be included, without dividing them by knowledge, abilities, or anything else. That the minds and hearts of teachers and students, etc., be opened. Everyone, really.
Audio description [AD]:The group enters the school and walks through its natural spaces to head to the classroom. Behind them, a blue bus.
[Música]
Audio description [AD]: Carmen Moreno speaks to the camera.
Carmen Moreno:— All the work that is being developed in 'Quererla es crearla', such as the documentary or the different guides and tools that have been created, is an open window to society so that those people who feel identified or want to start working in their schools for an inclusive school, have materials available. They can transform those schools.
Audio description [AD]: Several people from the group stop and explore a natural environment with cacti.
Audio description [AD]: Teresa Rascón speaks to the camera in a green area.
Teresa Rascón (v.o.):—We continue to encounter certain resistances within the school institution that prevent certain actions from being shared, and from remaining within the scope of a classroom or a teacher. That a student's success should not depend on a single teacher, but be the responsibility of the entire school.
Audio description [AD]: Teresa Rascón speaks with one of the members of Quererla es crearla.
Audio description [AD]: Four members talk to each other in a natural environment with cacti.
Audio description [AD]: Malena Calderón habla con otra integrante en un espacio natural.
Audiodescripción [AD]: Ignacio Calderón habla con un joven integrante en un entorno natural.
Audiodescripción [AD]: Diana Farzaneh habla con un integrante en un entorno natural.
Teresa Rascón (v.o.):— Hace falta más concienciación social. Nosotros hemos trabajado con familias que ya tenían una trayectoria activista, y hay que concienciar a otro ámbito de la sociedad que no tiene esa trayectoria.
Audiodescripción [AD]: Diana Farzaneh speaks to the camera in a classroom at CEIP La Parra.
Diana Farzaneh:—We need to build a community where people need each other, help each other, love each other… as they are. And it can't be done by just one group; we all have to be together: teachers, students, associations, the city council must be involved. It's something we all have to do, fundamentally by believing that it's possible. Here, utopia… We need to reclaim utopias. We need to believe that it's possible in this catastrophic world, where it seems there's nothing left to do. The world is being destroyed, it's self-destructing, and we can't do anything.
Audio description [AD]: Raúl Aguirre takes photos in a natural setting. He looks at the camera.
Audio description [AD]:A group of young people lean out of a balcony, observing the surroundings and the cars driving by. Among them is Antón Fontao.
Diana Farzaneh:—We need to regain the awareness that it is possible, because we are the ones who build the reality we have, and we can improve it. And to want it is to create it.
[Música]
Audio description [AD]: The group of people who are part of Quererla es Crearla share laughter, complicity, and hugs in an open environment.
Credits:
Script by Juanjo Zayas.
Editing by José Antonio Galiano
Image by Macarena Texeira.
It's Time, 101TV
Audio description [AD]: Intro to the program The time has come, directed by Roberto López. Presentation of the 'Students for Inclusion' Project.
(Music)
ROBERTO LÓPEZ - R.L.:— The time has come. Today is Thursday, the 23rd, and on Thursdays, we dedicate a space in this television time to talk about university. And, today, I am joined by three researchers, three friends who are going to tell us about a project that is very, very interesting.
To my right, Luz del Valle, who is a researcher at the Department of Theory and History of Education and M.I.D.E. Hello, Luz, how are you?
LUZ MOJTAR - L.M.:— Hello, good, and you?
R.L.:— Good, thank you. What exactly is M.I.D.E.?
L.M.:— Research and Diagnosis Methods in Education.
R.L.:— My goodness, so many things. Thank you, Luz, for being with us. Also accompanying us, to my left, is María Teresa Rascón. She is a tenured professor in the Department of Theory and History of Education and also M.I.D.E.
TERESA RASCÓN - T.R.:— Good morning.
R.L.:— We already know about M.I.D.E. How are you?
T.R.:— Good, and you?
R.L.:— Good, thank you. How are classes going, everything okay?
T.R.:— Everything is going well for now. We have good students, we can't complain. There is a future and there is hope.
R.L.:— Yes, we know, we know. We are also joined by Ignacio Calderón, who is a full professor in the Department of Theory and History of Education, and also M.I.D.E. Nacho, how are you, how are you doing?
NACHO CALDERÓN - N.C.:— Very well, we are repeating ourselves. All colleagues from the same department.
R.L.:— Of course, because in the end, you are all working on the same project.
N.C.:— Sí, todos trabajamos en el mismo proyecto. Hay personas que son de otros departamentos y de otras facultades, pero, sí, nosotros, los que estamos hoy representando el proyecto, somos todos del mismo departamento.
R.L.:— Un proyecto, Luz, muy integral, porque vamos a contar que alumnado, profesionales, familias e investigadores os habéis juntado para analizar una cuestión que nos importa mucho: la inclusión en la educación, en las escuelas.
L.M.:— Exacto.
R.L.:— Eso es, en esencia, un poco el objeto de vuestro trabajo.
L.M.:— Yes, all as one, all rowing in the same direction, so that education is inclusive, equal for everyone.
R.L.:— So that everyone understands: everyone fits in the classroom. Attention, because your project, and I think you are one of the driving forces behind it, has received a world award for the project 'Students for Inclusion'.
L.M.:— 'Students for Inclusion' is part of a larger project that, from the university, is 'emerging narrative', but it is 'Quererla es crearla'. That group of people you were talking about at the beginning.
R.L.:— An initiative that has received the World Down Syndrome Award 2023, an award for your study, for your work, right? How was it received by the team?
L.M.:— With great joy, we are super proud. I believe images of the students who received the award are being shown. Imagine, we are super proud of them, for the work they have done, and of us, as the professional team that accompanies them and makes this possible.
R.L.:— Nacho, tell me, what does this award-winning project consist of, please?
N.C.:— Well, the award-winning project is called “Students for Inclusion” and it is a very diverse group of students that we convened a few years ago to create a guide that the Ministry had commissioned us. The guide is a student guide, built by those students, who worked for over a year in periodic meetings where they helped other students make their schools more inclusive. In other words, it is the students themselves who take center stage and decide to reach out, so to speak, to make schools more inclusive, rather than waiting for teachers or families to do it.
And from that beginning, which was creating a guide, these students have gone on to train teachers, give many conferences, and participate in a documentary. In short.
R.L.:— The students themselves?
N.C.:— The students themselves training teachers. Yes, yes.
R.L.:— Students, moreover, with a diversity. That is to say, very different people.
T.R.:— We all have a very, very diverse group. Students with disabilities, with different sexual identities, of different genders, with very different academic performance, race, ethnicity... in short, it's a very, very diverse group, but they have fit in perfectly. That is to say, in the group, these categories are never mentioned.
R.L.:— Yes, that's great. They are all students, together, chatting. Because I read that they talked about their experiences, regarding inclusion, even recounting their life stories. That's where a kind of ideas laboratory begins. They start talking, reaching conclusions, and it's they who then re-educate the others.
L.M.:— Yes, it's very interesting; the group consists of people who didn't know each other beforehand. They didn't know each other, some had very sporadic contact because two mothers knew each other, but the group were strangers and very, very diverse, as my colleague says. But by sharing their experiences and making them known to others, they realized they had many things in common, that they shared similar experiences. And a group has formed that are friends.
R.L.:— How old are these boys and girls?
L.M.:— The youngest was 14 years old, who is now 15. But from 14 years old, more or less, through high school, up to 20.
R.L.:— And you bring this group together, and what do you do? I suppose you guide, accompany, and draw conclusions, right?
N.C.:— Well, the project, both with students and with other groups, such as families or professionals, provides theoretical and scientific support for the knowledge of these people, which, to a large extent, is not yet highly valued in schools. And we know that it is precisely by recognizing this knowledge, the value of this knowledge, that schools can progress to be more inclusive, so that everyone fits in.
What we do is facilitate that it happens and provide scientific support for this work that they are doing and building: a citizen science, carried out by children and families, which is neither naive nor useless. In fact, the images show another previous international award they received from the largest scientific association in the world. They received it in Chicago at the beginning of the year.
R.L.:— That's great. We are seeing images of the group of boys and girls you have formed. Those 16 students with great internal diversity, who discuss their experiences and tell their life stories. They reach conclusions and present all of this at conferences, workshops, in the media, and on social networks.
T.R.:— At the Ministry, too, they are training teachers, giving teacher training courses.
R.L.:— My goodness.
L.M.:— On Monday, precisely, they have one in Galicia.
R.L.:— I would love to talk to them. I don't know if we could do that someday.
L.M.:— Whenever you want.
R.L.:— How interesting. You know, we have spent years and years talking with departments and researchers, and I don't know if anything similar has been done. At least in the Andalusian environment, right? I don't know.
L.M.:— We are not aware of what you are saying, about the Andalusian environment. Yes, it is true that, outside of Spain, we know of students. These images that have come out were at a conference in Chicago where there were other groups of students. They awarded 10 groups of students from all over the world, but we are not aware of any similar movement in nearby groups either.
R.L.:— And because of this, you have received, or they have received, the World Down Syndrome Award, but, of course, what needs to be made clear is that it's not only about Down syndrome, but about any issue that concerns any of us.
T.R.:— Exactly. On this occasion, this was the reason for the award, but, as Nacho was saying, last year they won another for inclusive education. In other words, here in the group, as I told you, there is no room for those labels. At all times, it is a group of young activists who are fighting to transform education and turn it into inclusive education.
R.L.:— Can inclusive education truly be, and must it truly be, the way forward? Please, enlighten me.
N.C.:— It can and must be, because it is morally necessary and it must be because it is legally obligatory. In reality, there is still a whole debate, unfortunately, about Whether or Not to have inclusive education, but that debate should have been transcended by now because there is a lot of international scientific evidence from recent decades that shows that inclusive education is not only morally better. It is a legal and moral mandate that we educators have, and furthermore, it is scientifically more effective than segregated education. So that debate should really disappear.
It has to be inclusive. Now, the question will be how we do it. That's where there's a lot to talk and debate about.
R.L.:— Ah, of course. I am the father of girls who went to school, and sometimes we have encountered other dads and moms who, at the school gate, make comments like 'we all know that this child shouldn't be in the class because he holds back the growth and education of the rest of the group.' And yet, you say 'no, it's the opposite.'
T.R.:— We say it, and international scientific evidence says it. That is, all scientific studies indicate that there is no evidence that it affects academic performance or, logically, social development; quite the opposite, in fact: having diverse boys and girls in the classroom.
R.L.:— And how do we do it.
N.C.:— That's the debate. I was thinking, while Teresa was speaking, that we know that inclusive societies do not happen unless we socialize together and learn together. In other words, talking about inclusive societies without
schools being truly inclusive is not going to happen, it doesn't happen. Do we expect that to happen through companies? What is the space where boys and girls can learn to recognize the value of other people without it being a value mediated by economics? There is no better space than school.
R.L.:— Besides, children, in that regard, it's like they have it crystal clear. Right, Luz? What's in your class? Classmates. They don't question if one is of a certain color, if another has... No, they come with that built-in. It's us, later on, who get confused.
L.M.:— There is no doubt. Indira is the girl in pink who appears in the images. I have a young daughter. When they celebrated Down syndrome day, my daughter said in class that she didn't know anyone with Down syndrome, and she knows Indira perfectly because she has slept at my house. So, where is the difference? Indira is just another child. Indira is Indira. Where are the differences? The ones we create, because things have to be called by their names, but in coexistence, it works better, and it's proven.
R.L.:— I insist on the question, how do we do it? What conclusion do we draw? So that those of us here and those at home watching TV today, during this little while, ask themselves: what can I do to make schools more inclusive? And, therefore, our society.
N.C.:— We have examples of schools that are moving towards being more inclusive. You cannot say 'this school is inclusive' in the same way that you cannot say 'this school is as fair as it could be'. We can always be fairer, we can always be more inclusive, but there are schools that are making progress, and those advances fundamentally stem from putting dialogue and participation at the forefront. That is, allowing all people to speak and understand what is happening in the school and to decide how to transform it.
Here, in Malaga, we have a school that has been making progress. With which we have also been learning, which has been advancing a lot in its process of becoming more inclusive. And now we intend to launch a
network of schools as well, learning from that school's guide. That school has been developing a process called
"Participatory Action Research." In it, people analyze to transform things and they do it through participation. This process has been documented with a guide that helps other schools develop their own processes to become more inclusive.
R.L.:— That's great, really. In this program, we have time for the university, but we always dedicate a while each week to talk about Education. We talk about the children, the teachers, the educational community, and I find everything you're proposing very interesting.
To wrap up, what are the next steps in the project you have? This is part of what we've discussed. You'll have to come back to talk about everything else.
T.R.:— As we told you, this project has concluded, but we've been fortunate that the Ministry has renewed it, so the idea now is to continue working and even give a more international focus to this work we're doing with families, professionals, and students.
We want to cross borders. In fact, we are establishing contacts with centers in Latin America, because the idea is that this becomes, as UNESCO established in its day for the 2030 agenda in the fulfillment of that objective of inclusive education, to continue working and involving schools above all, schools that truly believe in this project.
You asked Nacho, how can we do it? We can do it by getting families, teachers, and students to work. By informing about successful practices that are also happening in other centers. Through participation, dialogue.
R.L.:— Inclusive schools, a better future which, in the end, is what it's all about. Thank you very much for coming and for telling us about this project. I found it extremely interesting, and I hope you at home did too.
Ignacio Calderón, Senior Lecturer in the Department of Theory and History of
Education, thank you for being with us.
Thank you, Luz del Valle Mojtar, Researcher in the Department of Theory and History of Education.
Thank you, María Teresa Rascón, Senior Lecturer in the Department of Theory and History of Education.
In unison:— Thank you very much.
R.L.:— Thank you. We'll stay in touch, I'd love to keep talking about this topic.
L.M.:— Whenever you want to talk to the students, we'll bring them to you.
R.L.:— That's a deal. Now, on your way out, let's talk. You talk to the production company, we'll find a time. Thank you all for your time in the university, our most cultural segment.
Close-up Rotation, Rota TV
Audio description [AD]: Program intro7 TV Rota, directed by Paco Campaña.
(Music)
PACO CAMPAÑA - P.C.:— 'Quererla es crearla' is part of an entity that is launched to fight for a world of equals. If life is very complicated for everyone, imagine when we talk, for example, about situations of disability, functional diversity, and the educational collective or environment. We are going to talk about all of this in the coming minutes. Surely, there will be families watching us now for whom this is not relevant, but we never know what situation we might find ourselves in. In any case, it has to be a matter for everyone to consider, because creating a world of equals is everyone's business. We all have to contribute our bit.
Mercedes Bernal, representante de la plataforma ‘Quererla es Crearla’, bienvenida de nuevo.
MERCEDES BERNAL - M.B.:— Muchísimas gracias por la oportunidad de concienciar un poquito.
P.C.:— Es importantísimo que hablemos de la vida porque es complicada. Mañana hablaremos de la vivienda, imagínate. La vida está muy complicada, pero hay situaciones que son más complicadas todavía. Si para alguien que no ha tenido una cuestión, es difícil, imagínese cuando hablamos de situaciones en las que partimos de cierta vulnerabilidad por cuestiones físicas, psíquicas o por cualquier otro motivo. Vale la pena que arrimemos el hombro.
M.B.:— Exactamente. La plataforma ‘Quererla es crearla’ viene a impulsar un movimiento social para dar respuesta a ese gran reto o desafío que tenemos hoy en día la sociedad como humanidad: la educación inclusiva. Formamos parte del movimiento familias, estudiantes y profesionales que tienen un objetivo común: que la escuela no deje fuera a nadie por ningún tipo de característica de género o capacidad. Que a todos se les permita acceder al aprendizaje y, sobre todo, a la convivencia y a una participación real.
P.C.:—'Quererla es Crearla', what is it?
M.B.:—The word is very significant because we have to have the conviction that we need to transform it, and to transform it we need to want. Hence, wanting is creating. If we want it, we will create it.
P.C.:—If we want it, we can.
M.B.:—That's it.
P.C.:—In summary, it is a recently created entity. Is it local or does it have a regional scope?
M.B.:—It is national, but people from Latin America and other parts of the world are joining. It is a global movement. Many people make it up.
P.C.:—In Rota, it is still taking its first steps.
M.B.:—Yes. In Rota, we had the opportunity to make a documentary, the documentary screening. I'll tell you a bit about the beginning. The platform originated from a meeting that took place in Malaga in 2018, during a workshop. This workshop was based on a research project carried out by the University of Malaga. Families, students, and professionals from all over Spain gathered there. The objective was to analyze the situation of schools today and make a diagnosis. From there, a machine was set in motion, and support networks were created. In 2020, online meetings continued to be held because of the pandemic. In 2022, another workshop was held in Madrid. We met again there, and working groups were formed. There is a group of guidance counselors who created a very interesting and necessary guide, presenting an alternative approach to guidance work in schools.
It is the first point of departure for segregation. There are others from families on how to dissent and seek support from the rest of society. And there is another guide, I believe the most relevant one, which students have created for other students. It's curious because, normally, when we think about the teaching-learning process, it's not always said how a center should be where children are the protagonists. Decisions are always made in their name, and especially in the name of these boys and girls in a more vulnerable situation, historically always silenced. Now, for the first time, they are speaking out, because they are attending conferences, they are present at congresses, forums, and wherever education is discussed. Obviously, we must include the protagonists, who are the students themselves, and who better than them to bear witness to their experiences, how they have lived the situation in school, the harm that school has done to them. They have the tools for us to learn what we need to modify. That's why they are the protagonists of the documentary that was presented here, in Rota. We didn't have a screening, but the premiere was in Madrid in 2022.
It premiered there along with the Minister of Education, Pilar Alegría. The documentary arises from the story of Rubén Calleja Rubén, a child with Down syndrome who was expelled from mainstream school. It recounts the titanic struggle of Alejandro and his entire family to fight and prove in court that his son's right to inclusive education was being violated. It also tells the stories of other students and their families. The documentary is very interesting. Here, in Rota, it was organized by the city council. The important thing about this documentary is that it is not just a viewing of testimonies, which is good because it makes us question situations and preconceptions that we don't realize and support, by segregating.
But it also helps us to reflect jointly on what we can do to transform the current reality of schools.
P.C.:—What are the barriers faced by a child with a disability? What are the problems and what can we do to make that inclusion more real? You mentioned that this has gone to court. The law must have limits within which it is within that framework. What are the main problems encountered?
M.B.:—It's interesting that we talk a little about that legal framework, as you say, because the problem is that the law is not made effective. If we talk about inclusive education, we have to take into account that it is a fundamental right enshrined in the Convention on the Rights of the Child of 1989. Many times, it seems that we talk about inclusion as if it were a trend, it is used for everything. It is true that the use of the word 'inclusion' has been somewhat distorted, its content has been emptied.
That's why it's interesting to see that it has been a concern worldwide and globally for many years. One of the most relevant frameworks for action was the Salamanca Declaration, I'm talking about 1994. It already spoke of inclusion. Hundreds of countries and international organizations came together to examine what schools really need. What change do they need to be for everyone, without any exception? Other international organizations focused on specific groups. In this case, for example, we have the United Nations Convention on the Rights of Persons with Disabilities. It obliges all countries to comply with inclusive education. It obliges them to put in place all necessary adjustments and support to make it effective. Spain ratified it in 2008. This is very important because, in terms of human rights, the Constitution itself states that everything ratified in Spain becomes directly part of our legal system. Therefore, we are talking about inclusion not being optional or subject to debate or opinion. It is mandatory.
P.C.:—Mercedes, you mentioned Down syndrome earlier, for example. Does a child with Down syndrome have to go to a special school or a mainstream school with children who do not have Down syndrome? What does that legal framework say?
M.B.:—The legal framework clearly states that everyone, without exception, must be together. The State must provide all the resources and circumstances to make this possible. We must start from a very important idea: we are all equal in rights, but also in dignity and in allowing each person to be themselves. This is one of the things that is not being developed in schools, where discrimination and segregation occur based on different characteristics, as you say. Obviously, this is because there is a medical model in schools, when schools should be spaces for learning and coexistence. We tend to focus on the child, with a therapeutic approach aimed at "fixing" them. It is thought that learning difficulties will be alleviated by labeling the child with special educational needs.
P.C.:—In fact, there are special schools supported by the Administration and the Regional Government of Andalusia with all their approval. I know some. Is that by choice or by obligation?
M.B.:—There has been a lot of debate and deception around that idea. It has been thought that families should have the choice. Of course, if you present me with a choice between a center with no resources and where my child will not receive the support they need to access learning, then obviously I will choose the option that ensures they will be cared for. But the child's rights are not being respected. The family's free choice cannot override the child's right to be, participate, and benefit from everyone. It cannot override their right to coexistence.
P.C.:—I have no doubt. Put yourself in the following situation: there is a child with Down syndrome who goes to a class where the teacher has to be prepared in a somewhat special way, I understand, to be able to attend to the child with a special need. Then I will also ask you about the classmates, who surely, as children, will take it with more normality, if that's possible. There will be more responsibility on the teacher with their work of learning and personal enrichment. After all, we are talking about educating. But I put myself in the teacher's shoes, who has to educate 23 children without Down syndrome and this child who, as you rightly say, deserves an inclusive space. For the teacher, it won't be easy, will it?
M.B.:—Of course, it's not easy. It's not about 'come on, we put resources in and that's it.' Inclusion is not automatic; it's not enough to put measures or resources in place. We also need a transformation, of our perspective, of our prejudices, and of what we have always understood about relating to persons with disabilities. Of course, training is necessary, but also willingness and that sense of humanity, as I said before, to respect their dignity. It's not about trying to make everyone fit into the same path, because that way they are not being given equal opportunities to all children.
P.C.:—Where are we now? We've gone from those 'sick' children being hidden away in their homes to a very different scenario, you know it better than I do. Have we achieved a much closer world for everyone, where we don't look strangely at a child? Are we slowly becoming more humane in this blessed society? Where do you think we are, you who live it on the ground?
M.B.:—As I say, the laws are the problem. That's what we always encounter. Regarding those social barriers, as you said, there is a lack of training. Unfortunately, we still see headlines in the news about the 'typical' mother who needs resources and has to beg every year. We have to take into account, as the researcher and pedagogue Francesco Tonucci says, that when we think of an inclusive school, it seems we are thinking of a generous school, in the sense that it will depend on the goodwill and favors granted to a child. And nothing could be further from the truth. As we have made clear, relying on a legal framework, we are talking about rights. And the child's right is to be there. But it's not as you say: 'progress has been made because the law is there and children are participating.' Right now, what is happening is integration, which is not the same as inclusion. They cannot be confused.
What we need is not for the child to simply be there or participate in some group activities. It's about the child truly feeling involved and engaged, being part of what happens in the classroom, in daily life, being taken into account. And for this, the only way is to reinforce the child's own identity. That the person, the resources, and how we do things are valued. It's something we have to consider ourselves, as I said before. The medical model focuses on the child, considering that they need to be repaired. All specific programs and resources are applied to the child individually, when things go wrong because, obviously, we insist on adapting the child. We insist that they have to enter through the same path as everyone else. And that's when it 'fails'.
There are limitations. We are not really focusing on the environment, the context, the barriers, the methodology strategy, or the resources. Many times we talk about "lack of resources," but perhaps we are using resources incorrectly and they are not efficient. We cannot always hide behind the excuse of a lack of resources for inclusion, because, as I said before, inclusion is a global transformative process. It is not only based on resources, but on many things we can act upon. We can generate that transformation.
P.C.:—To have active participation.
M.B.:—That's right.
P.C.:—And in Rota, how are we doing? Because in Rota there are four or six schools and there will be a number of students who need this demand because they have a special situation. How are we doing in Rota, are we responding or not?
P.C.:— Yo creo que en toda España hay centros escolares donde hay sufrimiento. En el momento en que un niño sufre en un aula, ya lo estamos haciendo mal. Es algo que creo que nos debería preocupar porque, volvemos a insistir, no hay muchos profesionales implicados que quieran el cambio y transformar. Pero, muchas veces, también se ven atados por la propia Administración, que manda mensajes contradictorios. Por un lado, la inclusión como un principio, cuando realmente no es un principio, sino un derecho que hay que cumplir. Sobre todo, necesitamos más apoyo y conciencia de que, como dijiste tú al principio, no se trata de la lucha de un colectivo específico, es algo que nos tiene que preocupar como sociedad. La situación de discapacidad puede llegar a tu puerta en cualquier momento o no, pero tenemos que luchar para que ciertas estén cubiertas.
Necesitamos cambiar la mirada de la sociedad. No percibir a las personas de una manera, equiparando las diferencias a la inferioridad. Algo que ocurre por desgracia. Pensando así, las respuestas que se le dan siempre serán segregadoras y discriminatorias. No es lo que pretendemos. Estamos luchando por la escuela inclusiva. Si conseguimos que ese espacio sea inclusivo, garantizaremos que, en todos los ámbitos, la sociedad tenga un espacio de inclusión y participación real de todos. Sin que haya grupos de personas obligados a hacer cosas aparte que podemos hacer todos juntos. Todos nos podemos enriquecer juntos.
En fin. Hay mucho trabajo. Sobre todo, de conciencia, porque hemos heredado la barrera social de una cultura capacitista. De igual forma que luchamos todos juntos para erradicar el machismo, mujeres y hombres de la mano, porque durante tantos años se ha discriminado a las mujeres, pasa igual con el capacitismo. El proceso de inclusión lleva muchos años. Tú has preguntado: «¿Cómo va Rota?» Pues muy lento, la vida de muchos niños se queda en el camino. Muchas familias tienen que verse en los juzgados y perdiendo un montón de tiempo, como le pasó a Alejandro Calleja. Es verdad que, al final, la ONU y la Justicia española le han dado la razón, pero hay desgaste económico, emocional y, sobre todo, como dice Alejandro, de tiempo. «Todo el tiempo que ha perdido mi hijo, ¿quién se lo recupera?» Esa es la cruda realidad.
P.C.:— ¿Cuántas personas en Rota forman parte de ‘Quererla es crearla'? ¿Cuántas personas tiene ya voluntarias?
M.B.:— Ahora mismo estoy yo de miembro activo, aunque hay personas que, evidentemente, van con esa filosofía y apoyan. Estamos en ello.
P.C.:—To make visible and do what is possible. That is the intention, and as we said before, not just because it might affect us one day. For example, we don't talk about cancer only because it affects us or has affected our family, but because as a concept for society, we should be that way.
Mercedes, thank you very much. Good luck. You have a window here to explain yourselves whenever you deem it appropriate.
M.B.:—One more thing. Next week we have a two-day workshop in Barcelona. It will be very intense. It won't just be a conference where specialists give guidelines, talk about education or inclusion. It will be collaborative work where teams will be created to work and take what is generated back to our regions and places to start raising awareness and making things visible. Let's get our act together; we need to act and bring about change.
P.C.:—Perfect, if you agree, we'll have a video call next week. We'll note it down in our calendars and you can tell us about it. Thank you very much and good luck.
M.B.:—Thank you very much.
ConCiencia, Canal Sur
[Transcripción provisional]
Contigo, pero no..., RTVE
(Music)
Audio description [AD]. Introduction to the program Of Silk and Iron, by RTVE.
Shot of Raúl Aguirre walking in a natural environment. He goes to a chicken coop where he collects eggs and carefully places them in a metal basket.
Raúl Aguirre - R.A.:—I fight for different rights, so that they listen to us, so that they can give us a voice, so that they respect us. For a dignified life.
(He addresses the chickens) Come on…
Audio description [AD]:— From inside a room, Myriam Arnáiz speaks on a balcony with her dog, Carrie. Myriam uses a reacher grabber to serve him food and then watches him.
M.A.:— (Speaking to Carrie) Who's going to feed you? Mommy, right? Come here. Come here, Karim.
M.A. (V.O.):— If you had asked me two years ago if I had achieved my dream, I would have answered no. But today, currently, I would say yes. It has taken me a lot of work, a lot of effort, and I am very proud of all the little steps I have taken.
(Music)
Audio description [AD]:— Raúl feeds the chickens. His mother, Concha Casasnovas, enters the chicken coop.
Concha Casasnovas (C.C.):—(Addressing the chickens) Girls, let's go inside.
(Addressing her son) Hi, Raúl, how are you?
R.A.:—Good morning, Mom.
C.C.:—How are you, son? You're here, you came quite early today, didn't you?
R.A.:— Yes, because I had to count how many eggs there were.
C.C.:— Very good, and what else? Do you have anything this afternoon too?
R.A.:— Yes. I'm going to (Raúl signs the word 'work') work.
C.C.:— Ah, okay.
Audio description [AD]: Raúl and Concha continue speaking inaudibly.
R.A. (v.o.):—I live in the countryside, in my house.
Audio description [AD]: Close-up of Raúl.
R.A.:—I have been doing an independent living project for four years.
Audio description [AD]: Concha Casasnovas and José Luis Aguirre, Raúl's parents, in their home.
C.C.:— Raúl is our second child. Starting at three and a half years old, he developed an epileptic condition with seizures that incredibly disrupted our entire family.
We went from neurologist to neurologist, and finally, they sent us to Marseille to Dr. Gastó's clinic, where they determined that his condition was Lennox-Gastaut syndrome.
The diagnosis was a tremendous blow, and at the same time, it was absolutely liberating to know what was happening.
(Sound of chickens)
Audio description [AD]: Raúl and his mother together, feeding and caring for the chickens
C.C. (v.o.):—He came here during the pandemic because we brought him with us.
Audio description [AD]:Close-up of Concha.
C.C.:—He was living in a supported housing unit at the time and saw an empty house and started saying he wanted to live there, and we didn't believe him.
Audio description [AD]:Close-up of a village house with a white facade and tiled roof. Next to the entrance door, a sign that says "La casa mía", next to an illustration, by Raúl.
Next, Raúl and Concha come out of the chicken coop and walk arm in arm.
Close-up of José Luis.
José Luis Aguirre (JO.A):—The feeling it awoke in me, at least for me, was that the tremendous protection he had had for 18 or 20 years was beginning to unravel and he would have to face problems in his own way.
Audio description [AD]:Raúl and Concha walk arm in arm.
C.C.:—Well, sweetie, so look, I'm staying home now. Are you going to yours?
R.A.—I'm going, yes, Mom.
C.C.:—Okay.
Audio description [AD]:Raúl and Concha say goodbye. Concha picks up the basket of eggs and goes home.
C.C.:— Me ocupo de los huevos de Ismael, ¿no?
R.A.— Vale, sí.
C.C.:— Venga.
R.A.— Chao, mamá.
C.C.:— Bye, see you later, son.
R.A.— Goodbye.
(Music)
Audio Description [AD]: Raúl walks away after saying goodbye to his mother. Concha turns to watch him before going inside the house.
Next, a close-up of Concha and José Luis.
C.C.:— Personal assistance is something that has been truly essential in the steps she has taken and will continue to take.
Audio description [AD]: While the song 'My Way' plays, the camera follows Raúl as he walks to his house, where he enters. The song continues as Myriam Arnáiz, seated in a wheelchair, looks at herself in the mirror and applies intense red lipstick. After applying her makeup, Myriam smiles at herself in the mirror (subjective appreciation).
🎵
'To live, always to live, I will face it serenely.' 'I have always been like this, I will tell you sincerely.' 'To live intensely and I never found borders,' 'and all of it was my way.'
🎵
Myriam Arnáiz - (M.A.):— I am from Seville, although I currently live in Madrid, in a rented apartment, but I have just bought an apartment. I am very eager to start my independent life project there and, above all, with my little dog, Carrie.
Audio description [AD]:— Myriam pets and kisses her dog, Carrie. Then, she opens one of her closets and, using a reacher grabber, picks up some shoes from the lower drawers.
M.A.:—I call myself the 'Madonna of disability' because I believe I'm doing a good job of making independent living visible, making the rights of people with disabilities visible.
Audio description [AD]:Close-up of Myriam.
M.A.:—I have a physical disability, diastrophic dysplasia, which is a musculoskeletal disability that, well, mainly affects the muscles and bones of the upper and lower limbs. (Music)Audio description [AD]:Myriam is in a kitchen with just enough space for her wheelchair to turn. She adjusts the height of her chair to align with the countertop and, with some difficulty due to the limited space, picks up a mug and makes herself a coffee.
M.A. (original audio):— Personal assistance is the human support that persons with disabilities receive to perform tasks that we cannot do ourselves or that are very difficult for us to carry out.
Audio description [AD]: Close-up of Myriam.
M.A.:— Currently, I do not have personal assistance because, unfortunately, lamentably, we are in a situation where accessing this service through the law is a miracle.
Right now, I have home help, which is one hour a day, and with home help, I cannot enjoy that... well, enjoy... I cannot have that ease of developing my daily life outside my usual environment, which is my home.
(Music)
Audio description [AD]: In the distance, surrounded by nature, Raúl and Sacha Novalbos walk through the countryside.
Sacha Novalbos - (S.N.):—How was your weekend, Raulete, we haven't seen each other?
R.A.:— Good, Sacha.
Audio description [AD]:Close-up of Sacha.
S.N.:— I'm Sacha, and I'm Raúl's personal assistant.
Audio description [AD]:Raúl and Sacha chat while walking through the countryside.
R.A.:—Well, cleaning up poop…
S.N.:—…from the chickens?
R.A.:—Yes.
Audio description [AD]: Close-up of Sacha.
S.N.:—I've been working with Raúl for six and a half, almost seven years. He needs the most support with daily living activities, but we also work on a lot of other areas. Social life, family life; when he has a conflict or wants to prepare dinner for them, he also counts on me.
Audio description [AD]:Raúl and Sacha chat in Raúl's kitchen. On a nearby wall, there's a whiteboard full of schedules, notes, and reminders.
S.N.:—Are you going to need any support today?
R.A.:—Yes, Sacha.
S.N.:—Tell me.
R.A.:—You have to help me make a Spanish omelette.
S.N.:—Of course! Shall we write it down?
R.A.:—Okay, yes. S.N.: Do you have the ingredients? R.A.: Yes, Sacha.
S.N.:Well, let's get to it.
Audio description [AD]:Close-up of Sacha.
S.N.:Raúl and I spend twenty hours together a week, four hours a day, from Monday to Thursday. He is my boss and in the end, he does a bit of what he demands. Or where he has more deficiencies is where he asks for support.
Audio description [AD]:Overview of a cattle feeder or similar.
N.S. (v.o.):—She asks me, above all, for tools, to be able to do activities more individually and more autonomously. Cooking plans, learning recipes, sign language…
Audio description [AD]:Raúl and Sacha walk through the empty feeder.
N.S.:—Are there many nests this year?
R.A.:— Yes.
S.N.:— Yes? And the nest that is placed there, the bird that is always placed there?
Audio description [AD]: Close-up of Sacha.
S.N.:— I really like working with Raúl because, in the end, it's a very simple way of working. Because we've been together for so many years, we have so much trust, and we know each other so well, it makes it, the vast majority of the time, a very simple job.
Audio description [AD]: Raúl y Sacha pasean por el comedero.
S.N.:— ¿Cómo se llamaba?
Audiodescripción [AD]: Raúl responde a Sacha signando. Sacha asiente.
S.N.:— No me acuerdo. ¿Y el nombre era?
Audiodescripción [AD]: Raúl spells the name in the dactylological alphabet.
S.N.:—Huh? Cernica… Kestrel, that's right, I'd forgotten.
Audio description [AD]:Raúl applauds, raising his hands.
S.N.:—Bravo!
Audio description [AD]:Close-up of Sacha.
S.N.:—We both get very happy when he achieves goals, when he cooks, when we learn sign language and see that we can now have a conversation. That's when I feel that connection with Raúl.
Audio description [AD]:Raúl and Sacha walk through the feeding area.
S.N.:—Very cool. Let's go outside to see if there are more nests.
(Sound of Nana Triste , by Natalia Lacunza)
🎵
Carnations in your hair, the tattoo on your skin.
🎵
Audio description [AD]: Close-up of Sacha.
S.N.:— It's a low-paid job. We don't have an accredited personal assistant qualification, we don't have specific training as personal assistants. And I also think it's very important that we professionals are looked after a bit and given tools or resources to work on our emotional and psychological side too.
Audio description [AD]: Raúl y Sacha charlan sentados en una mesa de madera.
R.A.:— Yo… a Sacha… le doy un… diez.
Audiodescripción [AD]: Sacha asiente con una sonrisa y acaricia su mano.
(Música)
Audiodescripción [AD]: Myriam cruza un parque por un camino de madera. Se muestra la vista posterior de su silla, que lleva una pegatina con la inscripción 'No llores, Juanita'. A continuación, Myriam entra en unas oficinas de PREDIF y saluda a sus compañeras.
M.A.:— Good morning.
Voices in unison: —Good morning!
Audio description [AD]: Myriam greets a colleague, who stands up to kiss her.
Colleague 1:— How are you, my girl? How was your weekend?
M.A.:— Okay, okay.
Audio description [AD]: As Myriam walks around the room, Gema Campos, head of PREDIF's Economic Area, approaches her and greets her.
Gema Campos - (G.C.):— How are you? How are you, Carrie?
M.A.:— Very well, much better now.
G.C.:— Shall I get the laptop, the tablet?
M.A.:—Yes, please, the laptop, the tablet, and the charger, please.
G.C.:—Did you bring food?
M.A.:—Yes.
G.C.:—Should it be lowered?
M.A.:—Yes.
Audio description [AD]:Close-up of Myriam.
M.A.:—Currently, I work for an NGO that advocates for the rights of persons with disabilities. Specifically, my work involves promoting and raising awareness about the right to independent living and the role of personal assistance. It is a right.
Audio description [AD]:Myriam is focused, working on her office computer.
M.A.:—It is a right that belongs to us, persons with disabilities, recognized in the UN Convention on the Rights of Persons with Disabilities.
And, furthermore, it is specifically in Article 19, which states that persons with disabilities have the right to live independently and to be included in the community on an equal basis with others.
Audio description [AD]:Myriam works and talks with her colleagues. Afterwards, they eat together during their work break.
(Music)
M.A.:—What have you brought?
Colleague 3:—Rice with mushrooms.
M.A.:—Oh, how delicious!
Colleague 3:—It really is.
M.A.:—Did you make it yourself?
Colleague 3:—Yes, my mom taught me.
Audio description [AD]:A colleague passes Myriam a plate of food at the table.
G.C.:—Well, you have pisto.
M.A.:—Thank you.
G.C.:—It looks very good, doesn't it?
M.A.:—Yes, well, let's see, it's the usual. I would really like to be able to see a bit of what it entails, to be able to do that, but I don't know... in the end, I order delivery. Because I don't have time, I'm stressed. I don't have time to shower, to get ready, to cook, all in one hour. It's frustrating, but oh well.
Audio description [AD]:Close-up of Sacha's hands as she rummages through papers inside a small metal box.
S.N.:—Well, Raúl, you still need to pay for these envelopes.
Audio description [AD]: Raúl and Sacha chat sitting on a bed. Sacha holds the metal box in his hands.
S.N.:—The electricity bill and the food, we have to go grocery shopping. Do you have money there?
R.A.:— Yes.
Audio description [AD]: Close-up of Raúl's hands, collecting the envelopes Sacha is handing him.
S.N.:—How much is for the electricity?
R.A.:— Twenty.
S.N.:—Let's see if you have money for everything.
Audio description [AD]:Close-up of José Luis Aguirre.
J.L.A.:—Sacha works from a place of equality, so to speak. Because the way he treats Raúl is with total acceptance of Raúl as a person, just as he is, not as you want him to be. It has taught me a lot, because from that place, things are achieved.
Audio description [AD]:Close-up of José Luis and Concha.
J.L.A.:—Also, with affection, respect, and taking your time, right?
Audio description [AD]:Close-up of Raúl's hands on a notebook, where the various combinations of coins that add up to one euro are drawn.
S.N.:—And for the food of…
R.A.:—Six euros.
Audio description [AD]:Close-up of the metal box where Raúl keeps his receipts and money.
S.N.:—If you want, you can take this one to do the shopping, right? And we'll leave this one here for you to pay the electricity bill.
R. A.:—Okay.
Audio description [AD]:Close-up of Concha.
C.C.:—Sometimes the overprotection that we parents tend to have, it causes him a lot of rejection. And in fact, he names it in a very beautiful way. He says that he likes support, but he doesn't like help.
Audio description [AD]:Raúl and Sacha in the kitchen. Raúl is preparing to make a Spanish omelette.
S.N.:—Well, what ingredients do you need for the omelette?
R.A.:—Potatoes.
S.N.:—Yes.
R.A.:—The eggs. The pan.
S.N.:—And a little bit of…
R.A.:—Salt.
(Music)
Audio description [AD]: Close-up shot of Raúl peeling potatoes. Next, Myrian attending to a person in her office at 'Impulsa Igualdad'.
M.A.:—Good morning, David, how are you? How are you doing?
David:—Hello, good morning, very well. Here we are.
M.A.:—Tell me, how can I help you?
David:—Well, I've just arrived in Madrid because I want to continue studying. I'm going to do a master's degree and, honestly, I'm going to need quite a bit of support.
M.A.:—Tell me, what kind of support do you need, David?
David:— Well, you see, at home, I need help getting dressed, with personal hygiene, and especially with household chores like ironing and cooking... It's very helpful to have support when I'm doing banking or grocery shopping.
M.A.:— I think, from what you're telling me, that personal assistance is the best fit for what you need. Let me explain.
Through Impulsa Igualdad, you can hire personal assistance, either through the dependency law or you can do it privately.
David:— If I decide to hire the assistance myself, can I choose the person who will be in charge of it and so on?
M.A.:—That's right, David, the strong point of the personal assistant role is that you choose everything, meaning you choose the personal assistant, you choose the hours, the activities, even the gender of the personal assistant.
David:—Well, for me, let's go for it!
M.A.:—Great.
David:—Perfect.
Audio description [AD]:— Close-up of Raúl breaking and beating an egg in a bowl. Next, a close-up of Sacha.
S.N.:— Raúl is a very artistic person, he is very activist, both with his rights and with the rights of others. He is very affectionate, he is very respectful, he has a lot of empathy and he is a sweetheart.
Audio description [AD]: Raúl and Sacha in the kitchen. Raúl turns on the stove.
S.N.:— What number are you going to set it to?
R.A.:— At six.
S.N.:— Okay. Well, look at it carefully there. Perfect. If you need support, call me, okay?
R.A.:— Okay, Sacha.
Audio description [AD]: Close-up of José Luis.
JO.A.:— Raúl awakens a very different energy from what people are normally accustomed to seeing. As he says, he makes everyone he interacts with laugh from the heart. It's a phrase he's mentioned since he was little and even when he was quite ill.
C.C.:—His made-up phrase was: 'I love you.' And when you asked him what happiness was for him, he'd say: 'It's when your heart laughs.' I had forgotten that, yes, very beautiful.
Audio description [AD]:Concha and José Luis get emotional remembering these words (subjective appreciation).
Audio description [AD]:Raúl and Sacha in the kitchen. Raúl sings while stirring the omelet in the pan.
M.A.:—Come on, very good. Now slowly so you don't burn yourself, you know.
Audio description [AD]: Raúl pours the potato omelet from the pan onto a plate.
M.A.:—There it is! Shall we see it? Big omelet, Raúl. Congratulations! Great.
Audio description [AD]: Raúl and Sachan high-five.
R.A.:—Thank you, Sacha.
Audio description [AD]: Myriam plays with Carrie, her dog. Then, family photos are shown.
(Music)
M.A. (v.o.):—I am 36 years old. I am the youngest of three siblings. The oldest is Juanma. He also has a disability, the same one I have. And then my brother Frank, who is the middle one. He does not have a disability. And well, I am very close to them. The truth is, I am very lucky to have two brothers. We have always supported each other, we have respected each other.
Audio description [AD]:Close-up of Myriam.
M.A.:—My mother passed away recently, just a few months ago. María del Carmen, Maica, to her friends. She never doubted everything I could achieve.
Audio description [AD]: Myriam gets out of bed and sits in her wheelchair, which is placed next to her. Carrie, her dog, is by her side.
M.A.:— It was easy to fall into overprotection. And my mother always gave me wings, she trusted in everything, and with the panic that must have given her as a mother. 'This girl is going to Madrid alone.' She never put any obstacles in my way, because she was a natural fighter. And that united us a lot.
(Sound of 'Me dijeron de pequeño' by Manuel Carrasco)
Audio description [AD]: Close-up of Myriam.
M.A.:— Yo hablo de Carrie y… yo me emociono. A mí Carrie me ha dado la vida.
Audiodescripción [AD]: Carrie corre hacia Myriam, que se dispone a sacarlo a paseo.
M.A.:— Me ha dado esa compañía y ese afecto que yo, en el momento en que decidí coger a Carrie, tanto necesitaba. Había muchas personas que por mi discapacidad me dijeron: «estás loca».
Audiodescripción [AD]: Carrie se mete en el ascensor.
M.A.: (Addressing Carrie) All right, you're so good!
It's going to be a challenge and a beautiful challenge, because for me, taking care of Carrie and Carrie accompanying me, too, is one of the most beautiful things I'm experiencing right now.
(Addressing Carrie) Shall we go outside? Come on, come on.
(Manuel Carrasco's 'Me dijeron de pequeño' plays)
Audio description [AD]: Close-up of Raúl painting. On a wooden table, there are pencils, markers, and notebooks.
R.A. (V.O.):— I love painting because... it enriches me and, at the same time, it's something with which I can express my different emotions and how I feel. I usually paint portraits when they ask me, as I might get paid two 20s or one 50.
Audio description [AD]: José Luis photographs his son, Raúl, while Raúl shows his artwork to someone close by. Concha watches beside them.
Colleague:—I love this one by Lucía, it's super beautiful, with all the little animals.
Audio description [AD]: José Luis and Concha watch and photograph Raúl.
C.C.:—It is truly beautiful.
JO.A.:—Look for one about a horse.
Audio description [AD]:Close-up of José Luis and Concha.
JO.A. (V.O.):—He wants to ride a horse, he has a series of hobbies that need to be covered, and, in addition, we work on him earning some money because everything costs money and the value of money.
C.C.:—Let him be a little autonomous.
Audio description [AD]: Close-up of Raúl and his companion during the photo shoot. Raúl rolls up the sleeve of his sweater and shows a drawn figure and text on his shoulder. The background of the scene is a brown fabric. His companion observes the drawing, looking surprised (subjective assessment).
JO.A.:—Let's see? Take that, man! Let's see?
C.C.:—And the legend, what's the legend? There, there, there.
Companion:—What does it say? Rights, equality, and freedom.
JO.A.:— Rights, equality, and freedom? That's quite something, go on. Very good.
(Electronic music)
Audio description [AD]:Urban landscape of buildings in Madrid. Next, Myrian is at MDA, a physiotherapy center. She is lying on a mat while Manu, her physiotherapist, hands her a small ball to do some exercises.
Manu:—You take it with your hands. Up, up with the ball. Release, take and down. If you don't squeeze, the ball will go.
Audio description [AD]: Myrian changes her posture and sits up to switch exercises. Manu shows her a resistance band, which she puts on her leg.
Manu:—This exercise is the exact opposite, antagonistic to the one we did before. It's a pulling exercise, so that in your day-to-day life you have the ability to pull things towards you.
The grip with your hands, as you know.
Audio description [AD]: Close-up of Myriam.
M.A.:—Manu is my physio, he's my trainer, because, well, I think he's also part of my independent living project: moving around, working on my body, and above all, working on my posture. Because, like it or not, I'm always sitting in a chair. That bit of release, of exercise, does me good, both for my posture and for releasing that adrenaline and stress that we often experience day-to-day in a big city and that work can cause.
Audio description [AD]:Myrian gets up to do a new exercise.
Manu:—Let go and up, more, more, more, more. That's it, since you have quite severe scoliosis, we're giving it a bit of mobility. Come on, I inhale and exhale. Come on, let's go up, okay?
Let's do it. Come on, up, up, with the other one. Strong, you strong. That's it, very good. Okay, you're done. You're done, okay?
You alone.
Audio description [AD]: Myriam, de pie y sujetándose a Manu, ríe y niega con la cabeza.
Manu:— Tú sola, tú sola. Sí, venga. Aguanta, aguanta.
M.A.:— ¡Pero dame un segundito!
Audiodescripción [AD]: Myriam se pone de pie, sin sujetarse a Manu.
Manu:— If you are doing well like this, come on, if you are perfect. Come on, hold on for me, five seconds. I see you are trembling. Come on, slowly and down, okay?
Audio description [AD]: With Manu's help, Myriam bends her legs to sit back on the floor.
Manu:—The leg. That's it. Perfect. Okay, great, right?
Audio description [AD]: Myriam smiles, claps, and high-fives Manu.
Manu:—Okay, so we've finished the class.
Audio description [AD]: Concha takes something cooked out of the oven. Next, a close-up of Concha.
C.C.:— Raúl recently received the "Inclusive Heart" award, an award given by a wonderful person who created it three or four years ago.
Audio description [AD]: Raúl and his family share a meal together. During the meal, Raúl shows the "Inclusive Heart" award to the camera.
C.C.:— He has ALS. And since meeting Raúl, he found a special spark in Raúl that he considers essential for himself and for society.
Audio description [AD]: Raúl and his family share a meal, together.
JO.A.:—Well, I have some photos from those days here. Shall I show them to you?
R.A.:—Yes. Wow! What great photos!
Audio description [AD]: Close-up of a tablet showing photos from the award ceremony. Raúl is dressed as a lion.
Family:—It's just that when they gave it to them, they were dressed as lions. Why did you decide to choose the lions from Congress?
C.C.:—Because it is in Congress where the laws need to be changed.
Audio description [AD]: Close-up of a tablet showing a photograph of groups, in front of Congress, next to Dabiz Riaño. Almost all the people are dressed as lions.
C.C.:—Let's toast to the award.
Voices in unison:— Lo primero. Por Raúl. ¡Por Raúl!
C.C.:— ¡Muchas felicidades, Raúl! ¡Qué tío!
(Música)
Audiodescripción [AD]: Myrian sale del portal de su casa con Carrie.
M.A.:— ¡Vamos, Carrie ¡Bieen!
Audio description [AD]: Close-up of Myrian
M.A.:— I've always noticed that to win people over, to win society over, I've had to try twice or three times as hard.
Audio description [AD]: Myrian walks Carrie through the park.
M.A.: I've always had to, I've felt that I've had to work very hard on my emotional management, my personality, my way of being.
Audio description [AD]: Close-up of Myrian.
M.A.:— That's why, many times, I also try to compensate with fashion and clothing, because I believe there's more to see in me than just my height.
When I talk about my disability, I always talk about my double disability, because, of course, it's my wheelchair and then my physical appearance. Maybe I'm walking with a friend who uses a wheelchair, and all eyes are always on me.
That impact that this condition still has on society.
Audio description [AD]: Myrian meets Rubén, a friend, in the park.
Rubén:— Hi, Miriam. How are you?
M.A.:— Well, hello there!
Rubén:— Hi, Carrie!
M.A.:— What's up, handsome? What are you doing?
Rubén:— I brought my little guitar, to sing a bit.
M.A.:— I love it!
Rubén:— Come on, let's go.
M.A.:— Carrie, shall we? Let's sing, Carrie, let's go.
Audio description [AD]: Myrian and Rubén, at home. Rubén plays the guitar and Myrian sings.
M.A.:—(Singing) Now is the time and not tomorrow, let the show begin again now that… I’m losing it…!
Rubén:—Come on, start, okay?
M.A.:—It's done, it's done. Rubén, don't laugh!
Audio description [AD]: Raúl and an equestrian guide take a white horse out of the stable at the Club de Hípica Doma Vaquera Aleada. Then, as Raúl ties a knot, the guide shows him how to do it.
Guide:— Close to here, Raúl, remember. We pull on that and it's done. Very good. Come on, let's brush him a little.
Audio description [AD]: Raúl brushes the horse.
R.A.:— (Speaking to the horse) I trust you, huh? Come on. Let's go. Let's go.
Audio description [AD]: Raúl unties the horse and walks it at sunset. Next, Rubén and Myriam play the guitar and sing 'Hay que vivir el momento' by Manuel Carrasco.
M.A.:—(singing) Now is the time and not tomorrow. Let the show begin again. Now that I no longer lose my calm in the face of so many fools for occasion.
Audio description [AD]:Close-up of Myriam.
M.A.:—I got this desire to conquer the world from my mother, and it's the greatest pride I think my mother can have in me now. To say, 'Mom, I'm still going, I'm still getting everything done.'
Audio description [AD]:José Luis and Concha watch Raúl, who is riding a horse.
R.A.:—Thank you, parents, for the love.
Audio description [AD]:Close-up of Myriam singing 'Hay que vivir el momento' by Manuel Carrasco.
M.A.:—(Singing) Look, you have to live in the moment. Look, you have to live in the moment. Tonight the clock hands will dance. Now I just want, now I just want. Look, you have to live in the moment. Look, look, you have to live in the moment. I feel like a hurricane inside my heart. Now I just want,
now I just want. You have to live in the moment.
Audio description [AD]:End credits. Laia Oliver, director; María Galiacho, assistant director; Julia Fernández, script; Beatriz Chicharro, production; Carlos Serrano, executive producer; Lorena Barrio, production; Amanda Padillo, production assistant. Diego Cerezo, editing; Carlos F. Arroyo, color grading; Marta Garabatos, post-production; Diego Arévalo, sound post-production.
Muy Films Team: Julio Cuspinera, sound technician; Jaime A. Rivero, director of photography; María José Mascarell, web and social media; Alejandro de la Llave, production manager; Irene Die, production assistant; Fernando Manjavacas, second camera operator.
Acknowledgements: David Fernández, Ana Gallardo, Rubén Mena, David Gómez, Patricia Pérez, Gema Campos, Jaime Aguirre, Diego Aguirre, Kaótica Libros, CEMIR Plena Inclusión, Impulsa Igualdad, Aleada Doma Vaquera Horse Riding Club, MDA Physiotherapy.
Subtitling by Accesibilidad TVE.
Soy Quim
Audio Description [AD]: Close-up of Quim against a white background.
Quim:—Hello, my name is Quim and I am 18 years old. I live in Vilassar de Mar and this is my story. Since I was very young, I have attended schools that were not special schools. I started in nursery school when I was less than a year old. I... I don't remember it very well, but I remember that I was treated well. I was treated well.
And then, I went from nursery school to Escola del Mar. I don't remember the beginning either, but in the end, I remember it was a good school and a place where I felt comfortable.
After Escola del Mar, I went from Escola del Mar to Santa Anna, where, despite some problems I had at Santa Anna, I had a good period. Well, from the first year to the 4th, I had a good period. And then, in the fourth year, I had a lot of problems continuing.
When I finished 4th year of ESO, they didn't give me the diploma. I wanted to study theater, but I have no other options. We went to the Territorial Services and the EAP, and they became very stubborn about giving us the diploma.
No one in all these years has wanted to give me a hand. Currently, I am in an adapted PQPI, at Miquel Biada, in Mataró. With this, they won't give me the diploma either, and we are back at the beginning.
I want to be an actor, a professional actor to appear in important series or movies and stuff. And besides... Well, I want to be an actor... an actor. And that's it.
(Music)
Audio description [AD]:Close-up of Quim.
Quim:—My name is Quim and this is my life.
Audio description [AD]: Quim speaks and laughs with someone off-camera.
Quim:— He was too shy, wasn't he? On camera?
Voice 1 (off-camera):— But that's normal, isn't it? The first few times always...
Quim:— Yes.
Shot 1 (off-screen):—Don't worry. I'd be shy too, especially if I had to explain my life.
Audio description [AD]:Close-up of Quim after talking with the off-screen person. He seems to be thinking about something or waiting (subjective assessment).
Voice 1 (off-screen):—Well, that's it. We've got it!
Voice 2 (off-screen):—Are you done already?
View 1 (off-screen):—Yes.
Audio description [AD]:Quim gets up and leaves. Fade to black.
Supercapaces, Canal Málaga
The promotions, IB3 TV
Di-versos +, Canal Málaga
The school of my dreams I
The school of my dreams II
Indira Martínez, EITB
Indira Martínez:— I am Indira, I am 17 years old and I live in Vitoria Gasteiz. I am a person who, when I see an injustice, moves forward to fight against that injustice.
In schools, there is a lack of love for some people.
It was a great honor to receive that award there for working to make schools inclusive for everyone. It is a very diverse group from all over Spain. And we would meet, and from that, we would talk about what school should be like, and we saw that there were still things to change. And a very interesting guide was created. So that children do not go through what I went through.
My school, the one I will create when I grow up, will not have special classrooms or anything like that. Everyone will be with everyone, there, learning. It's the best for everyone.
Noemí Preciado:— Our fight and our work has been to keep Indira within the system. Indira was removed from the system because the options the system offered us were segregated options.
Indira Martínez:— If we are separated from a young age, coexistence among everyone is impossible.
I love studying, yes, yes. An activist, which I already am. And a politician too [quiero ser] to ensure that the laws and the United Nations Convention are enforced. It says that persons with disabilities have the right to inclusive education. Well, there are still laws that still allow us to be separated.
In my previous school, the teachers didn't explain anything to me. So, of course, I got bored. They considered that I should be separate. Segregated in a special classroom. They said I had to be with my own kind...
Noemí Preciado:—Indira was in the mainstream classroom in Secondary school because it was 'my stubbornness'. It has never been understood as her legitimate right. She was there, in class; it was physical inclusion.
Indira Martínez:—We were 30 minus 1. Who was the -1? Me. They lacked getting to know me, having a bit more love.
And in the playgrounds, I wasn't with my classmates. And believe me, I tried, you know? But nothing, it was impossible. I was totally invisible.
Noemí Preciado:— It lacks humanity. And the conviction that, when people are segregated due to their condition, their rights and the rights of others are being violated. Because they are being deprived of the right to coexist with diversity.
Indira Martínez:— I am studying at the Europa institute. I take courses for the unemployed. There are no special education classrooms, there they do teach me. I am just one of the crowd, and I go happily.
Campaign, Canal Málaga
[Transcripción automática provisional]
[Música]
I won't lie to you, there are things I have to listen to these days that make me angry, but how can it be tiresome to be so clear about it and have to listen to certain things, come on, seriously? But sometimes, suddenly, something happens [Música]
as if by magic, and a message starts reaching you from everywhere, a message that resonates with you, that is part of you, that breathes the same air that moves you to continue on that path, which is mandatory if we want to advance in justice.
you quickly look for a source, an origin, but you don't find it. A message with so much force that you can't believe it. It's everywhere, everyone is talking about it and knows it, but where does it come from? Who is behind it? There is no answer. What we do know is that it manages to unleash a tsunami of inclusion advocates, equality workers, diversity militants. With meticulous curiosity, I isolate my targets. She is a lunatic, and not because she is obsessed with the color red in fairy tales, but because of her fascination with Luna, her nine-year-old daughter who has Angelman syndrome. Luna is enrolled in a public school in a mainstream classroom with support. Ana, apart from working and living in Malaga surrounded by books, is the ultimate defender of inclusive education.
Lucía is from Seville and is studying 2nd year of Bachillerato. She is a determined, feminist, and outspoken young woman, an absolute militant for inclusion. A powerhouse! She needs someone to look up to, and who better than her brother Raúl, 13 years old, who has Williams syndrome. Antonio Márquez, a teacher in inclusive pedagogy and currently director of the project 'Una Desigual de Escuelas Inclusivas SL'. His main action is training and advising on inclusion. He has 16 years of experience in schools, the last 12 in the team for the blind in Granada. His work is focused on transforming schools towards a model that accepts, respects, and includes everyone. They are the chosen ones to create it, at least in these minutes, simply because they believe in it and love it, and loving it is creating it. Welcome to you three to Supercapaces! It's a pleasure to speak with people who speak our language, the language of inclusion. The first obligatory question is: what happened when this video reached you? The mysterious video that we all received in some way and that remains a great mystery to this day. The video reached me through WhatsApp, well, through contacts I have and so on, and well, as I suppose everyone did, I started watching it with curiosity, wondering what it was telling us, and suddenly seeing so many things reflected that we have been trying to convey for a long time, both to teachers and families, institutions, and everything, and suddenly it all comes together perfectly. A video that starts by making your heart skip a beat, giving you goosebumps, a pure feeling, and well, many of you, if you've seen it, I felt exactly the same as my colleague. It reached me through several groups, simultaneously, and when I opened it, I was surprised. It was seeing a parakeet and a lot of emotion, a lot of joy because I started to see important words that are important to me daily and that we are all dealing with every day to be seen in such an effective and efficient way. When I read the word dignity, when I saw the word love, which is the most powerful of all, freedom, diversity, I said, this gesture, I'm not alone. That's the only thing I thought: I'm not alone. There have been and are on our planet, throughout the history of our planet, many times the need to say, enough! We need to be respected equally. That's what we feel, a lot of joy. I understand you perfectly, Lucía. Tell us from your young and absolutely fresh perspective, how did you feel when you received the video and watched it? At first, I thought it was strange that my mother had received it via WhatsApp, but I always check social media afterwards and I thought that it was really making an impression on people and that people liked it. And honestly, I feel very identified with the video because I have always been a person who strongly defends rights.
and I really felt very identified and that I was not alone, as inclusion is generally spoken about. What word! And I don't know what you think, but is the word really being used correctly in society in general? Does inclusive education really exist today?
they come because I see you eager, but no, no, no, no, we are like the taifa kingdoms, each one fighting a bit on our own in that sense because the administration is not going to support us because the regulations are being violated because the rights of millions of children are still being violated to this day. It makes me laugh when they tell me that Ana Luisa, your daughter who has a disability, is very lucky to be in a mainstream school or classroom with support, and I say, luck? The problem is that for the rest, for those who are not in those conditions, the rights of this child are being violated. This is a problem. I am not lucky at all. I think I have great misfortune because precisely in my daughter's school, she is still different because she is a child with diversity, not diverse children in a classroom, in a school, each with their own characteristics, and she will continue to be the different child because she has extraordinary support, because she doesn't speak, because she uses an augmentative voice communicator, because she wears it on her face, and she's still the weird one. So, inclusions are a path and a permanent struggle, but from morning to night, at all levels, it's not a dream yet. Does your daughter have significant curricular adaptations? Well, she had all the significant curricular adaptations, as you know, and if not, I'll tell you, there are problems with the issue of graduation if she has significant curricular adaptations. That's why I was telling a school council to explain this reason, which was unknown to the teaching staff, they don't study what happens when you have significant curricular adaptations. And now she has specific ones in two areas: math and language, and other curricular adaptations, but they are not significant. We are gradually removing them, appealing to the universal design for learning for everyone, but still, it's a drop in the ocean. The educational response from the school is favorable, which is also important, but it's still a problem because she would need it, but on the other hand, we encounter the other, the other wall. So, we are listening. To begin with, as long as we keep talking about inclusion when we are referring to people with disabilities, learning difficulties, etc., it means that the concept has not been understood correctly, because inclusion cannot be linked to that. Inclusion means the participation of everyone, and then, when trying to start to understand that, you begin to realize that we cannot make a person's condition be transformed or be, that word that is used a lot, normalization, which is in our educational law and everything. I don't like it because it means trying to make someone normal who isn't. And then these types of adjustments, support, significant curricular adaptations, non-significant ones, specific programs, and all that, with the intention of making the child normal, which is a condition that cannot be changed. So, we have to shift that perspective and realize that what we can indeed change is how the educational center addresses all the diversity of its students. And then, when we shift that focus, we begin to realize that the barriers are not in the student, but in us. We are the ones who put them there, who insist on it. With training, we start to implement practices in universal design for learning, with multilevel design, and with other types of strategies. At the end of the training, it's very curious because we can have even eight hours of training in four or five sessions, and we work on open and flexible design for everyone. Everyone understands it, everyone applies it, and when it ends, I say, considering that we haven't mentioned the term significant adaptation, it's true, it could be done, it could be done. And we propose and shift the focus. Here, the word inclusion is being distorted a bit. It's becoming integration again. Now everything is inclusive. Just adding the adjective 'inclusive' makes me laugh because I even see an announcement for an inclusive outing from an association or I don't know what, for people with disabilities, and all the children with that disability come out, and they go there, and that's an inclusive outing. It means that space, that place, must be prepared to address and attend to any person who goes there. Lucia, I know you're listening, and I'm very interested in your opinion as a student, as someone who has recently gone through what is teaching. I'm not talking, as Antonio says, about the position of teaching as it is today, which is not inclusive. It not only harms people with special educational needs or people with different social, economic, or ethnic realities; it affects everyone. It also affects you. By listening to Antonio speak like that, do you notice that your teaching, your education, has lacked things? Have you lacked things that were taken into account, that took into account your interests, your reality, your talents in the educational system? We are not people; we are a grade. And in my school, we only get a gold star on the table.
my brother is in a mainstream school but not really an inclusive school if it's not a school with integration but my brother, as Ana said before, is still seen as the different one, so I disagreed a lot with the education system and with everything because it seems like a lot for nobody. You all have taken a step further than what we experienced in our generation, meaning you've already had a system of integration, not inclusion, but integration. That is, in some cases, you've coexisted with someone in the classroom who had these realities with functional diversity. You've experienced it, and you believe that young people have learned a little more than us, that you are prepared to be a little more aware of what is truly fair. I think so, but we still have a long way to go because in my class, there was a child with functional diversity, and the other children always kind of left him aside. What do you think is needed because that's one of the main arguments used to say that we can't all be together in school? Bullying, rejection. What kind of environment, what kind of space do you think needs to be created? What objectives need to be worked on? Because there's work to be done beforehand, or perhaps specific staff need to be trained to know how to articulate those social relationships that occur in schools. What can schools do to avoid these situations, which nowadays is often one of the most present concerns, that these children won't integrate in one way or another, that they won't be able to socialize properly?
of changing a value system that is deeply rooted in our society, so it's not just an issue for a school but it encompasses the entire educational community. The whole community is involved: families, institutions, and the specific model of each school. And often, inclusive cultures are the most difficult thing to change because it's from there that the models we are currently experiencing emerge. Think about it, for example, I always use the same case: when a child enters early childhood education and has a classmate with any kind of difference, they accept it naturally. One helps the other. They start talking, and the other one is blonde, and the other is diverse, and it doesn't bother them at all. But notice how, as they progress through school, they start to adopt values that others don't allow them to. We adults, in the communities surrounding that community, are the ones who instill these values: teachers, families, teaching staff. So, of course, this should be a school strategy that, in conjunction with its immediate environment, begins to mature a project where education in values and respect for diversity is something assumed by that entire community. And to propose actions for this to happen: organize meetings in schools, implement service-learning projects where students go out into the community and raise awareness on this topic. But this also requires leadership within the school that is committed indefinitely, strongly and profoundly, to inclusion, because otherwise it's impossible. If not, what we are doing is replicating. If a student enters first grade and has a disability, and in early childhood they were with their group, and mysteriously within two months, for no reason, they can no longer be there. Then, that child who is five years old, who is a classmate, sees them being taken to other places and understands that something is wrong. And so they start to assume that they were different, and that's why they were taken away. And when they grow up, they repeat that practice, not only in society but also in how society includes them, because that situation of exclusion has been normalized, and without any shame. So it is we who are transmitting that culture and those values that are replicated, that are replicated in those little circles. The change, I believe, has a seed. It comes to us from childhood, with children always seeing that everyone is together, no matter what. I'll tell you an anecdote: when Luna arrived, we changed her school, and she arrived in the fifth year of early childhood education, but in the third year of early childhood education.
I wanted to explain to those children, her classmates, why Luna didn't speak. So I made up a story. I love stories, and I invented that Luna's head was a Ferris wheel where all the words were going round and round. And since the Ferris wheel is so much fun, they found it hard to come down, and that's why she didn't speak. And the children's response was amazing, because they raised their hands, and one of them asked how much money I had given Luna to ride the Ferris wheel.
the most important thing and the second thing, teacher, I have an idea, let's turn off the fair lights. That is, they were looking for solutions, but the problem wasn't that Luna didn't speak, it was if we've presented this as a problem, then it can be solved, right? That is, it's that wonderful and great innocence of 'let's act, we have no time to lose.' I'm also going to conspire in a childish way because it's very good for preparing the mind. It's talking about the video 'Quererla es crearla' (Wanting it is creating it), which really has a great effect and is much needed, but above all, you have to be everywhere. It's a responsibility of parents, we have to take our children anywhere. Visibility is what's important, showing proof, theory first, and then practice, because in the end, there's always someone who gets left behind, and children don't have mainstream school, they have their difficulties, and we parents have to be brave and say that they don't have the resources, that special education doesn't matter. Let's fight, let's suffer. This teacher isn't sufficiently prepared, they would need inclusion training now. Children with problems don't need to be in classes, they need children with difficulties, and we're going to solve it together, right? Not me.
I've always done it, I don't have time. I say, 'I'm sorry, I don't have time, can you wait?' My daughter is growing up, my daughter can't have an idyllic framework to be in. My daughter can't have a wonderful inclusive culture where the museum of activity won't excavate me. She'll be in this activity. So, what have I done? I've created it. I've set out to create it. So, I started doing activities for all the children in the museums of this city, and you can see, little by little, we're going to look at where the focus is in non-formal and early childhood education, because we already have it. I'm not going back. Now, what's needed is for a whole tribe of children and parents to come from the classrooms, from the centers, saying, 'My child will be here.' But the small proposals that I love, on the other hand, I love them. Well, I'm developing all the work with the ultimate goal of all children, from three points onwards. When you already have the problem at home, you have no choice but to solve it. It's true, and sometimes there's not enough time to wait, but it's also true that I don't think it should be done badly either, or without planning, without considering all aspects. Because it's true that, for example, we have to see how the connection between health and education would be implemented within a mainstream center. That would be fundamental for many students with disabilities in a mainstream center. When we have a minimum behavioral problem in the classroom, how this child's behavior isn't managed in mainstream classrooms. So, very important preparation would have to be done, and we should also look at the model that already exists. There is a model where this is being promoted. I myself was at the school of saying, 'Vos de la Once' (a specific center), which had specific centers for the blind, and which now has undergone a complete transformation and has become resource centers that serve to guide, but they still accommodate certain students who may have very specific needs, and for a temporary period, to provide coverage. And again, this coincides a lot with a provision that I think is out there.
al ver que tú me estás contando si muchas veces cuando yo he contado esto se dice es que los niños llegan no son con otra discapacidad que tienen más dificultades el nuestro que nosotros pero el primero refiriendo al modelo en el que lo han hecho ese modelo de querer transformarse de hacerlo poco a poco de ir reduciendo sus centros específicos y que no el personal que estaba en estos específicos que es un personal estupendísimo valioso en una experiencia increíble se va en el centro educativo a asesorar y decirnos esto lo estáis haciendo así así así estaríamos todos deseando que venga porque es el que sabe estas cosas no el diseño universal para el aprendizaje de puesto de moda y ya la normativa lo están metiendo y los centros en los profes de la norma triste que es obligatorio pero a mí nadie me ha dicho entonces no creéis que estamos ante el comienzo de algo que creéis que se está haciendo lo suficiente como para que este discurso en el que parece que todos nosotros coincidimos no pero que no es el discurso que realmente la sociedad está escuchando estos días creéis que se está empezando a abrir camino de alguna manera cuál es el futuro que veis yo soy súper optimista yo espero pero muchísimo o sea yo estoy convencida de que la campaña funciona y el momento no podría ser mejor y claro estamos en plena pandemia hemos re adaptado el sistema educativo en tiempo response pensamos que va a ser un absoluto desastre como deben afrontar los niños el tema de la mascarilla del orden de las clases burbuja decíamos de rosana se oye la verdad se está demostrando que eso justo es donde mejor funciona en si esto que quien podía si nosotros prevemos una pandemia la ponemos sobre papel escribo todas las posibilidades todo lo que tenemos que hacer para evitar el contacto entre los niños no nos dan la vida sí ahí tengo el modelo y lo tenemos es que somos es que podemos es que quererlas crearla es que hay que hacerlo y estoy convencido magnífico camino con programas como el tuyo y profesionales y gente maravillosa como antonio como lucía vaya yo lo quiero creer así yo creo que con el vídeo ha habido mucha repercusión social es que la gente se va a dar cuenta se está dando cuenta de lo que verdaderamente hace falta y que quererla crearla es que no voy a hacer otra referencia y yo creo que este vídeo
haya difundido creo que no he elegido un momento al azar yo creo que un momento muy clave precisamente lo que dice anna por el tema de la pandemia también justo antes de que se apruebe una nueva reforma educativa que puede cambiar un poquito el modelo que teníamos lo que parece parece que va en el camino muy lejos de lo que queremos pero parece que va en el camino
y bueno yo creo que si es un momento adecuado yo fíjate lo que te decía antes ahora cada vez más normativa en las diferentes comunidades autónomas es también ya empezando a implantar cosas obligatorias empezando por el lenguaje por ejemplo la comunidad valenciana ya no se habla de maestro y pedagogía terapéutica sino en la pedagogía inclusiva y el lenguaje importante parece que no pero empieza a calar cuando te empieza a escuchar esas cosas terapéuticas que le tenemos que dar terapia no a un niño
it seems that steps are being taken, but as you say, politics often distorts these things, doesn't it? Because the law is only talking about whether Spanish is a vehicular language, which it isn't, and about other issues that don't affect us as much. It's not discussing, for example, the model of inclusion, the model we aim to address, and all these things. It's sad on the part of our politicians. However, the teaching profession, the social class, I think a change is starting to be seen, also with the help of the pandemic. Just one small thing: with the pandemic, notice that I often say this now in the teacher training I do, is that there was a very important shift in the concept of special educational needs. Because when we were confined at home, there were many students who, in classrooms, might have been brighter, might have gotten better grades due to this very memoristic model we have here, or for other reasons, because they are very easily guided by the teachers' instructions, you avoid it. But when you were at home, parents, perhaps struggling, couldn't or didn't know how to help, and started to manifest special educational needs. And in many other cases, transmitted by the parents themselves, those students who had special educational needs, who came from a lot of work at home, a lot of routine, and a lot of effort, fit in much better with having the teachers and other students. So this should give us a clue to realize that needs are caused by the context, the student doesn't have them, but the context is what generates those needs. And we have the possibility now, we have realized, to reverse all contexts so that everyone... Well, I think this is a magnificent reflection, Antonio, to conclude this conversation. I still say it's not concluded, it's like... well, listening to another, another philosopher of inclusion, from the circus, there is no goal. Inclusion is the path that we must all travel together, just as there is no goal in justice. One is never too just, one is never too inclusive. Thank you all three for sharing these minutes with me, and I hope that truly, more things will continue to be done, we will continue to talk, we will continue to reflect as we have done for a while, because I believe that's where the threads will emerge to be able to put on the ground what we want.
there was a time when the rights or the lives of the working class did not matter, but we wanted to play.
there was a time when children had no rights, when to protect children from abuse, one had to resort to animal protection laws, but we wanted love. there was a time when the color of some human beings made them the property of others, a time when the law discriminated and segregated them, but we wanted freedom.
there was a time when half the population was not considered people, when our bodies, our will, and our decisions were not our own, but we wanted equality. there was a time when people could be abandoned, mistreated, and eliminated with impunity if they had disabilities, but we wanted humanity. there was a time when for being, wanting, and freely desiring, you were locked in a closet, a psychiatric hospital, or a prison, but we wanted diversity.
there was a time when schools segregated students based on their origin, ethnicity, social class, or abilities, a time when the UN accused Spain of gravely and systematically violating the right to education of children with disabilities, and that time is today. We have inclusive education. Quererla es crearla.
Documentary, Canal Málaga
News, La Sexta
Audio description [AD]:- The presenter of La Sexta Noticias, along with a colleague, presents the news, standing behind a high table.
And today, a rally in Madrid to demand an inclusive school.
Audio description [AD]:- Next, with the presenter's voice-over, images of the rally in Callao, Madrid, follow.
Presenter:- They demand an education system based on inclusion and equity for children with different abilities. They ask that they have the same opportunities and be taught the same as other students, without discrimination.
Audio description [AD]:- The production focuses on two people who are being interviewed.
Ignacio Calderón:-It's not just that you learn more in inclusive schools, that you learn better in inclusive schools. It's that we learn to live together, and that's what we need.
Susana Fajardo:-Changing our perspective so that diversity is not seen as a problem, a difficulty, but as a new way of understanding life.
Media publications
- Manifiesto: sí a las salidas y actividades extraescolares (El Diario de la Educación, 23/06/2026). https://eldiariodelaeducacion.com/quererla-es-crearla/2026/06/23/manifiesto-salidas-actividades-extraescolares-educacion-publica/
- «Quererla es Crearla» rechaza las aulas segregadas que propone Conselleria: «Las aulas específicas no son una medida inclusiva» (Marina Alta, 21/05/2026). https://lamarinaalta.com/quererla-es-crearla-rechaza-las-aulas-segregadas-que-propone-conselleria-las-aulas-especificas-no-son-una-medida-inclusiva/
- Huelga indefinida en Valencia: defendemos la educación inclusiva, no crear aulas UECO (El Diario de la Educación, 18/05/2026). https://eldiariodelaeducacion.com/quererla-es-crearla/2026/05/18/huelga-educacion-publica-inclusion-ueco-comunidad-valenciana/
- El secretario de Estado clausura el proceso participativo celebrado con la comunidad educativa para diseñar el plan de Educación Inclusiva
(Ministerio de Educación, FP y Deportes, 05/05/2026). https://www.educacionfpydeportes.gob.es/prensa/actualidad/2026/05/20260505-jornadainclusiva.html - Huelga indefinida en Valencia: defendemos la educación inclusiva, no crear aulas UECO (El Diario de la Educación, 18/05/2026). https://eldiariodelaeducacion.com/quererla-es-crearla/2026/05/18/huelga-educacion-publica-inclusion-ueco-comunidad-valenciana/
- Página abierta. Quererla es crearla A vueltas con la inclusión (Rosa Sensat, 01/05/2026). https://www.rosasensat.org/es/infancia-214/pagina-abierta-quererla-es-crearla-a-vueltas-con-la-inclusion
- Declaración de Asunción por una Educación Inclusiva como Movimiento Social (Universidad de Málaga, 15/04/2026). http://hdl.handle.net/10630/46502
- 1st Ibero-American Congress on Inclusive Education as a Social Movement (UNESCO, 04/09/2026).https://www.unesco.org/es/articles/1er-congreso-iberoamericano-sobre-educacion-inclusiva-como-movimiento-social
- Paraguay will host the 1st Ibero-American Congress on Inclusive Education (El Nacional, 03/14/2026).https://elnacional.com.py/nacionales/paraguay-sera-sede-1er-congreso-iberoamericano-sobre-educacion-inclusiva-como-movimiento-social-n102480
- ION: our country will be the venue for the first Ibero-American Congress on Inclusive Education (La Nación, 03/09/2026).https://www.lanacion.com.py/pais/2026/03/09/ion-nuestro-pais-sera-sede-del-primer-congreso-iberoamericano-sobre-educacion-inclusiva/
- Inclusive Education: Asunción will host the 1st Ibero-American Congress (ABC, 03/28/2026).https://www.abc.com.py/nacionales/2026/03/28/educacion-inclusiva-asuncion-sera-sede-del-1er-congreso-iberoamericano/
- Collaborative workshop to strengthen inclusive schools in the Patagonia Region: “Action is Creating It!” (UNPA, 03/03/2026).https://www.uaco.unpa.edu.ar/taller-colaborativo-para-fortalecer-la-escuela-inclusiva-en-la-region-patagonia-quererla-es-accion
- Asunción hosted the first Ibero-American Congress on Inclusive Education as a Social Movement (UNESCO, 06/19/2026).https://www.unesco.org/es/articles/asuncion-fue-sede-del-primer-congreso-iberoamericano-sobre-educacion-inclusiva-como-movimiento
- 1st Ibero-American Congress on Inclusive Education as a Social Movement held in Paraguay (University of Malaga, 04/21/2026).https://www.uma.es/departamento-de-teoria-e-historia-de-la-educacion/noticias/celebrado-en-paraguay-el-1er-congreso-iberoamericano-sobre-educacion-inclusiva-como-movimiento-social/
- Paraguay advances towards inclusive education with new evidence to strengthen public policies (United Nations, 04/14/2026).https://paraguay.un.org/es/313663-paraguay-avanza-hacia-una-educaci%C3%B3n-inclusiva-con-nuevas-evidencias-para-fortalecer
- Paraguay opens regional space to rethink inclusive education as a social commitment (La Nación, 09/04/2026).https://www.lanacion.com.py/pais/2026/04/09/paraguay-abre-espacio-regional-para-repensar-educacion-inclusiva-como-compromiso-social/
- We participated in the 1st Ibero-American Congress on Inclusive Education as a Social Movement (RREI, 04/20/2026).https://rededucacioninclusiva.org/estrategias-de-incidencia/participamos-del-1er-congreso-iberoamericano-sobre-educacion-inclusiva-como-movimiento-social/
- Asunción hosted the first Ibero-American Congress on Inclusive Education as a Social Movement (Ecuador Universitario, 06/21/2026).https://ecuadoruniversitario.com/arte-y-cultura/asuncion-fue-sede-del-primer-congreso-iberoamericano-sobre-educacion-inclusiva-como-movimiento-social/
- As members of the RREI, we participated in the 1st Ibero-American Congress on Inclusive Education as a Social Movement (ACIJ, 04/14/2026).https://acij.org.ar/como-integrantes-de-la-rrei-participamos-del-1er-congreso-iberoamericano-sobre-educacion-inclusiva-como-movimiento-social/
- UNESCO provides evidence to improve the availability, comparability, and use of data on students with disabilities (UNESCO, 04/22/2026).https://www.unesco.org/es/articles/la-unesco-aporta-evidencia-para-mejorar-la-disponibilidad-comparabilidad-y-uso-de-datos-sobre-los
- Getting down to the nitty-gritty: proposals for inclusive education as a social movement (El Diario de la Educación, 05/12/2026).https://eldiariodelaeducacion.com/quererla-es-crearla/2026/05/12/educacion-inclusiva-movimiento-social-congreso-iberoamericano-asuncion/
- Weaving networks to transform education (La Nación, 06/11/2026).https://www.lanacion.com.py/columnistas/2026/06/11/tejiendo-redes-para-transformar-la-educacion/
- Student of Pedagogy in Special Education participates in international congress in Paraguay (Universidad de Chile, 04/20/2026).https://facso.uchile.cl/noticias/239157/estudiante-de-ed-especial-participa-en-congreso-en-paraguay
- MEC and UNICEF present recommendations to strengthen inclusive education in Paraguay (UNICEF, 04/10/2026).https://www.unicef.org/paraguay/comunicados-prensa/mec-y-unicef-presentan-recomendaciones-para-fortalecer-la-educaci%C3%B3n-inclusiva-en
- In April, Asunción will host the 1st Ibero-American Congress on Inclusive Education (Rosario 3, 02/24/2026).https://www.rosario3.com/educacion/en-abril-asuncion-sera-sede-del-1-congreso-iberoamericano-de-educacion-inclusiva-20260224-0057.html
- Thinking about school guidance together (El Diario de la Educación, 12/09/2025).https://eldiariodelaeducacion.com/quererla-es-crearla/2025/12/09/pensar-juntos-la-orientacion-escolar/
- They invite to the Ibero-American Congress on Inclusive Education (Diario Norte, 02/24/2026).https://www.diarionorte.com/324049-inivitan-al-congreso-iberoamericano-de-educacion-inclusiva
- Revoloteo (El Diario de la Educación, 07/21/2025).https://eldiariodelaeducacion.com/quererla-es-crearla/2025/07/21/revoloteo/
- Rubén, the young man forced to enroll in a special education school as a child, will be compensated with 25,000 euros (El País, 06/18/2025).https://elpais.com/educacion/2025-06-18/ruben-el-joven-obligado-a-matricularse-en-un-colegio-de-educacion-especial-cuando-era-nino-sera-indemnizado-con-25000-euros.html
- The Power of Students (El Diario de la Educación, 05/28/2025).https://eldiariodelaeducacion.com/quererla-es-crearla/2025/05/28/el-poder-del-alumnado/
- On both sides of the ocean, suffering hurts the same (El Diario de la Educación, 05/26/2025).https://eldiariodelaeducacion.com/quererla-es-crearla/2025/05/26/a-los-dos-lados-del-oceano-el-sufrimiento-duele-igual/
- The glasses the school needs (El Diario de la Educación, 05/13/2025).https://eldiariodelaeducacion.com/quererla-es-crearla/2025/05/13/las-gafas-que-necesita-la-escuela/
- The special education school that doesn’t want students: “Our goal is to close the classrooms” (El País, 04/15/2025).https://elpais.com/educacion/2025-04-15/el-colegio-de-educacion-especial-referente-en-espana-que-no-quiere-alumnos-nuestro-objetivo-es-cerrar-las-aulas.html
- It’s not a midsummer night’s dream (El Diario de la Educación, 04/11/2025).https://eldiariodelaeducacion.com/quererla-es-crearla/2025/04/11/no-es-el-sueno-de-una-noche-de-verano/
- First mobility of the Network of Schools for inclusion and equity: one meeting, a thousand questions, and one answer (El Diario de la Educación, 02/12/2025).https://eldiariodelaeducacion.com/quererla-es-crearla/2025/02/12/primera-movilidad-de-la-red-de-escuelas-por-la-inclusion-y-la-equidad-un-encuentro-mil-preguntas-y-una-respuesta/
- The emotion of creating in community (El Diario de la Educación, 01/02/2025).https://eldiariodelaeducacion.com/quererla-es-crearla/2025/01/02/la-emocion-de-crear-en-comunidad/
- Times of change (El Diario de la Educación, 12/05/2024).https://eldiariodelaeducacion.com/quererla-es-crearla/2024/12/05/tiempos-de-cambios/
- “Educating based on labeling produces a harmful effect” (Diario de Almería, de Cádiz, de Jerez, de Sevilla, El Día de Córdoba, Europa Sur, Huelva Información, Granada Hoy, and Málaga Hoy, 10/24/2024).https://www.ignaciocalderon.uma.es/projects/efecto-nocivo/
- The need to organize ourselves (El Diario de la Educación, 09/09/2024).https://eldiariodelaeducacion.com/quererla-es-crearla/2024/09/09/la-necesidad-de-articularnos/
- Fairy tale owners (El Diario de la Educación, 06/20/2024).https://eldiariodelaeducacion.com/quererla-es-crearla/2024/06/20/los-duenos-del-cuento/
- In search of alternatives to psycho-pedagogical assessment (El Diario de la Educación, 05/27/2024).https://eldiariodelaeducacion.com/quererla-es-crearla/2024/05/27/en-busca-de-alternativas-a-la-evaluacion-psicopedagogica/
- Scars (El Diario de la Educación, 05/02/2024).https://eldiariodelaeducacion.com/quererla-es-crearla/2024/05/02/cicatrices/
- “It is terrible that a child does not feel part of society” (Diario Vasco, 04/29/2024).https://www.ignaciocalderon.uma.es/projects/es-terrible/
- “Inclusive education in Spain is going backwards. There is more and more segregation” (Down España, 04/09/2024).https://www.sindromedown.net/la-educacion-en-espana-va-en-retroceso-cada-vez-se-segrega-mas/
- How to achieve inclusion from exclusion? (El Diario de la Educación, 03/05/2024).https://eldiariodelaeducacion.com/quererla-es-crearla/2024/03/05/como-hacer-inclusion-desde-la-exclusion/
- To begin… with memory (El Diario de la Educación, 01/23/2024).https://eldiariodelaeducacion.com/quererla-es-crearla/2024/01/23/comenzar-con-memoria/
- Cristóbal Ruiz: a listening to Los Asperones awarded by Cáritas (Diario Sur, 12/22/2023).https://www.diariosur.es/malaga/cristobal-ruiz-escucha-asperones-premiada-caritas-20231221005029-nt.html
- Awarded for lending their voice to achieve an inclusive school (La Opinión de Málaga, 12/11/2023).https://www.ignaciocalderon.uma.es/projects/prestar-su-voz/
- Everyone fits in the classroom: world award for an inclusive education project (Agencia EFE, 11/19/2023).https://www.ignaciocalderon.uma.es/projects/en-el-aula-caben-todos/
- “School teaches with fire that you must have someone below you, when collaboration should prevail” (El Español, 05/07/2023).https://www.elespanol.com/malaga/cultura/educacion/20230507/escuela-ensena-alguien-debajo-deberia-primar-colaboracion/761174290_0.html
- The Spanish school, as an institution, is exclusionary (Diario Sur, 11/05/2022).https://www.ignaciocalderon.uma.es/projects/escuela-excluyente/
- Quererla es Crearla, the fight for inclusive education (La Ventana, Cadena Ser, 10/31/2022).https://creemoseducacioninclusiva.uma.es/w/2Ug79yGkNxa6hsNyRUYnMx
- Joy accompanies the premiere of the documentary ‘Inclusive Education. Quererla es crearla’ (Europa Press, 10/21/2022).https://www.europapress.tv/politica/709271/1/alegria-asiste-estreno-documental-educacion-inclusiva-quererla-crearla
- Ignacio Calderón: “In school, it’s like in the supermarket queue, diversity of rhythms is not respected” (El Diari de l’educació, 10/26/2022).https://diarieducacio.cat/ignacio-calderon-a-lescola-passa-com-a-la-cua-del-super-no-es-respecta-la-diversitat-de-ritmes/
- The documentary ‘Quererla es crearla’ vindicates inclusive education (Servimedia, 10/21/2022).https://www.servimedia.es/noticias/museo-reina-sofia-acoge-encuentro-sobre-educacion-inclusiva/3474173
- Pilar Alegría attends the premiere of the documentary ‘Inclusive Education. Quererla es crearla’ (Ministry of Education and Vocational Training, 10/20/2022).https://www.educacionyfp.gob.es/prensa/fotonoticias/2022/10/20221021-educacioninclusiva.html
- Ignacio Calderón: “They say we have to normalize disability, and no. It has been normality that has created disability” (El Diario de la Educación, 10/21/2022)https://eldiariodelaeducacion.com/2022/10/21/ignacio-calderon-se-dice-que-hay-que-normalizar-la-discapacidad-y-no-ha-sido-la-normalidad-la-que-ha-hecho-la-discapacidad/
- Being part of everything (National Museum Center of Art Reina Sofía, 10/21/2022).https://www.museoreinasofia.es/actividades/ser-parte-todo
- A documentary seeks to achieve inclusive education that breaks down the ‘barriers’ for persons with disabilities (Galicia Confidencial, 10/19/2022).http://www.galiciaconfidencial.com/noticia/211812-documental-busca-conseguir-educacion-inclusiva-rompa-coas-barreiras-persoas-discapacidade
- Children rejected in school for their diversity: “That teacher is the ghost that still haunts me today” (El País, 10/22/2022).https://elpais.com/educacion/2022-10-22/los-ninos-rechazados-en-la-escuela-por-su-diversidad-ese-profesor-es-el-fantasma-que-me-persigue-hasta-hoy.html
- Alegría attends the premiere of the documentary ‘Quererla es crearla’ and commits to not leaving any student ‘behind’ (La Vanguardia, 10/21/2022).https://www.lavanguardia.com/vida/20221021/8577119/alegria-asiste-estreno-documental-quererla-crearla-apuesta-dejar-ningun-alumno.amp.html
- The UMA promotes an inclusive education project with the documentary ‘Quererla es crearla’ (Teleprensa, 10/21/2022).https://www.teleprensa.com/articulo/malaga/uma-impulsa-proyecto-educacion-inclusiva-documental-quererla-es-crearla/202210211523041322049.html
- ‘Quererla es crearla’: educating in Equality (Tesis, Canal Sur TV, 12/10/2022).https://www.canalsur.es/television/programas/tesis/noticia/1880515.html
- The documentary ‘Quererla es crearla’ vindicates inclusive education (La Vanguardia, 10/21/2022).https://www.lavanguardia.com/vida/20221021/8575986/documental-quererla-crearla-revindica-educacion-inclusiva.html
- The UMA promotes an inclusive education project with the documentary ‘Quererla es crearla’ (Europa Press, 10/21/2022).https://www.europapress.es/andalucia/malaga-00356/noticia-uma-impulsa-proyecto-educacion-inclusiva-documental-quererla-crearla-20221021151653.html
- The UMA promotes an inclusive education project with the documentary ‘Quererla es crearla’ (La Opinión de Málaga, 10/21/2022).https://www.laopiniondemalaga.es/sociedad/2022/10/21/uma-impulsa-proyecto-educacion-inclusiva-77541987.html
- The inclusive education project by UMA researchers receives the support of Pilar Alegría (Diario Sur, 10/24/2022).https://www.diariosur.es/malaga/uma-mministra-apoya-proyecto-educacion-inclusiva-20221024114617-nt.html
- Quererla es crearla (ElDiario.es, 11/07/2022).https://www.eldiario.es/retrones/quererla-crearla_132_9689216.html
- Quererla es crearla champions inclusion (El Diario de la Educación, 10/19/2022).https://eldiariodelaeducacion.com/2022/10/19/quererla-es-crearla-saca-pecho-por-la-inclusion/
- An educational project from UMA makes the leap to the big screen (Novaciencia, 10/21/2022).https://novaciencia.es/un-proyecto-educativo-de-la-uma-que-da-el-salto-a-la-gran-pantalla
- The UMA promotes an inclusive education project with the documentary ‘Quererla es crearla’ (Gente en Málaga, 10/21/2022).http://www.gentedigital.es/malaga/noticia/3488056/la-uma-impulsa-un-proyecto-de-educacion-inclusiva-con-el-documental-quererla-es-crearla/
- Inclusive education: ‘Quererla es crearla’ (Artesfera, Radio Nacional de España, 12/05/2022)https://www.rtve.es/play/audios/artesfera/artesfera-educacion-inclusiva-quererla-crearla-05-12-22/6750812/
- ‘Querer es crearla’, the UMA documentary fighting for inclusive education (Málaga Hoy, 11/28/2022).https://www.malagahoy.es/malaga/Querer-documental-UMA-educacion-inclusiva_0_1741627937.html
- Inclusive education will be the focus of a conference organized by Education and “Capaces” (Rota al Día, 11/28/2022).https://rotaaldia.com/art/37151/la-educacion-inclusiva-sera-el-centro-de-unas-jornadas-organizadas-por-educacion-y-capaces
- Documenting a movement: ‘Quererla es crearla’ (Radioactivas, Radio 5, 11/30/2022).https://www.rtve.es/play/audios/radioactivas-en-radio-5/radioactivas-radio-5-documentar-movimiento-quererla-crearla/6748040/
- Experts in inclusive education: “We must denaturalize normality” (Hora 14 Baleares, Cadena Ser, 02/03/2023).https://cadenaser.com/baleares/2023/02/03/expertos-en-educacion-inclusiva-hay-que-desnaturalizar-la-normalidad-radio-mallorca/
- The City Council collaborates with the “Cambio de mirada” project to implement more inclusive education (Ayuntamiento de Mérida, 01/27/2023).https://merida.es/el-ayuntamiento-colabora-con-el-proyecto-cambio-de-mirada-para-implantar-una-educacion-mas-inclusiva/
- Quererla es crearla (Els demotions, IB3 TV, 03/07/2023)https://youtu.be/4tHDQH-QkC0
- The “Quererla es crearla” campaign is launched in defense of inclusive education (Regional Network for Inclusive Education – Latin America, 10/17/2020)https://rededucacioninclusiva.org/estrategias-de-incidencia/lanzan-la-campana-quererla-es-crearla-en-defensa-de-la-educacion-inclusiva/
- Quererla es crearla (My gaze makes you great, 12/07/2020).http://objetivovisibilizandoelautismo.com/pv/index.php/historias/154-quererla-es-crearla
- Protesters demand “inclusive” schools (Europa Press, 10/23/2022).https://www.europapress.tv/sociedad/709545/1/manifestantes-reclaman-escuelas-inclusivas
- Protesters demand improvements in education in the area of inclusion (Europa Press, 10/23/2022).https://www.europapress.tv/sociedad/709567/1/manifestantes-reclaman-mejoras-educacion-ambito-inclusion
- Hundreds of people demonstrate for inclusive education (Europa Press, 10/23/2022).https://www.europapress.tv/sociedad/709547/1/decenas-personas-manifiestan-educacion-inclusiva
- Rally for an inclusive school (La Sexta Noticias, 10/23/2022).https://creemoseducacioninclusiva.uma.es/w/hSk6T7JDhKjum31mx3f1BT
- The Minister of Education receives a representation from the group ‘Students for Inclusion’ (University of Malaga, 09/14/2021).https://www.uma.es/sala-de-prensa/noticias/la-ministra-de-educacion-recibe-una-representacion-del-grupo-estudiantes-por-la-inclusion/
- Children rejected from school due to their diversity: “That teacher is the ghost that still haunts me today” (Trama Red, 09/14/2021).https://tramared.com/tramanews/hallazgos/721-los-ninos-rechazados-en-la-escuela-por-su-diversidad-ese-profesor-es-el-fantasma-que-me-persigue-hasta-hoy
- Inclusive Education. Quererla es crearla (El Periódico de Extremadura, 03/23/2022).https://www.elperiodicoextremadura.com/ocio/agenda/educacion-inclusiva-quererla-crearla-85046157.html
- FEDER joins the “Quererla es crearla” campaign (Spanish Federation of Rare Diseases, 10/21/2022).https://www.enfermedades-raras.org/actualidad/noticias/feder-se-adhiere-la-campana-quererla-es-crearla
- ‘Quererla es crearla’, a campaign for inclusive education (Aula Intercultural, 11/11/2020).https://aulaintercultural.org/2020/11/11/quererla-es-crearla-una-campana-por-la-educacion-inclusiva/
- Foanpas, for inclusion in the classrooms (Faro de Vigo, 03/18/2023).https://www.farodevigo.es/gran-vigo/2023/03/18/foanpas-inclusion-aulas-84847937.html
- Inclusive and included education: the necessary change in perspective (El Salto, 10/24/2022).https://www.elsaltodiario.com/educacion/educacion-inclusiva-e-incluida-el-cambio-de-mirada-necesario
- More and more (Gente Despierta, Radio Nacional de España, 10/13/2021).https://www.rtve.es/play/audios/gente-despierta/cuarta-hora-13-10-21/6135440/
- Pilar Alegría meets with a group of secondary school students who have developed a guide on inclusive education (Ministry of Education and Vocational Training, 09/13/2021).https://www.educacionyfp.gob.es/prensa/fotonoticias/2021/09/20210913-reunionestudiantesinclusiva.html
- A seven-step guide to making your school a more inclusive place (El Diario de la Educación, 10/27/2021).https://eldiariodelaeducacion.com/2021/10/27/una-guia-en-siete-pasos-para-hacer-de-tu-escuela-un-lugar-mas-inclusivo/
- Students for Inclusion (Cappaces, 09/14/2021).https://cappaces.com/2021/09/14/6720/
- Student voice: an essential tool for building inclusive schools (The Conversation, 12/02/2021).https://theconversation.com/la-voz-del-alumnado-una-herramienta-esencial-para-construir-escuelas-inclusivas-171332
- Meet ‘Students for Inclusion’ (Down España).https://creamosinclusion.com/educacion-inclusiva/blog/experiencia/conoce-estudiantes-por-la-inclusion/
- New Guide: How to Make Your School Inclusive (Criando 24/7).https://criando247.com/guia-como-hacer-inclusiva-escuela-descarga-gratis/
- Webinar 2: How to Make Your School Inclusive (ONCE Contest, 01/27/2022).https://youtu.be/LpH5nn6nNPA
- Film and Science: Quererla es crearla (Malota Interactive Museum, 03/24/2023).https://fb.watch/jt0GyOXj4X/
- We don’t come with a Manual (IB3, 01/29/2023).https://ib3.org/novenim?pl=1&cont=8775381b-9fa7-11ed-8e3e-c437725f29d4&t=894&fbclid=IwAR2iQpT9vkOkfu3pj5TjhLwmrHU5uJ-epF2eVGrCzjSEgTXyfYaKx293OVw
- Inclusive education (A Media Mañana, Radio Nacional de España, 11/24/2022).https://www.rtve.es/play/audios/a-media-manana/educacion-inclusiva-24-11-22/6743268/
- Like the Light of a Dream (La Axarquía, Film Festival, 02/04/2022).https://axarquiafestival.com/premios
- My Dream School – Part I (Supercapaces, Canal Málaga TV, 01/28/2022).https://vimeo.com/671394592
- My Dream School – Part II (Supercapaces, Canal Málaga TV, 02/04/2022).https://vimeo.com/674826378
- A Research Perspective on ‘Quererla es crearla’ (Supercapaces, Canal Málaga TV, 10/21/2022).https://creemoseducacioninclusiva.uma.es/w/gopfR6afSzqmPnvRL8Vcx7
- Interview with Ignacio Calderón Almendros (Meganoticias, Chile, 07/22/2022).https://youtu.be/v9oa1zrsm7M
- Every Student Matters in Chile (El Mostrador, Chile, 02/01/2022).https://www.elmostrador.cl/agenda-pais/2022/02/01/cada-estudiante-importa-en-chile/
- Leticia Barbadillo and Marta Casal from Quererla es Crearla (Hoy por Hoy A Coruña, Cadena Ser, 11/09/2022).https://cadenaser.com/audio/1667980971273/
- Interview with Ignacio Calderón Almendros (Supercapaces, Canal Málaga TV, 03/26/2021).https://youtu.be/4uHoUvYTw8w
- Interview with Ignacio Calderón Almendros (CNN Chile, 06/22/2021).https://youtu.be/uRtolKLj18E
- Reaction to the study stating that students without disabilities achieve the same results when they have classmates with disabilities (SMC Spain, 07/07/2022).https://sciencemediacentre.es/reaccion-al-estudio-que-dice-que-los-estudiantes-sin-discapacidad-obtienen-los-mismos-resultados
- Another step in the fight against the deficiencies of the education system (Diario Sur, 23/11/2021).https://www.diariosur.es/cronica-universitaria/educacion-inclusiva-uma-proyecto-20211123000141-ntvo.html
- More than 200 people participate in the virtual meetings ‘Conversations about the (inclusive) school’ (20 Minutos, 12/06/2021).https://www.20minutos.es/noticia/4290247/0/mas-de-200-personas-participan-en-los-encuentros-virtuales-conversaciones-sobre-la-escuela-inclusiva/
- More than 200 people participate in the virtual meetings “Conversations about the (inclusive) school” (University of Malaga, 12/06/2021).https://www.uma.es/sala-de-prensa/noticias/mas-de-200-personas-participan-en-los-encuentros-virtuales-conversaciones-sobre-la-escuela-inclusiva/
- Almáchar hosts the ‘Axarquía Inclusive’ meeting (Axarquía Plus, 01/12/2021).https://www.axarquiaplus.es/almachar-acoge-el-encuentro-axarquia-inclusiva/
- Almáchar hosts the participatory event “Axarquía Inclusive” (Axarquía 24 Horas, 03/12/2021).https://www.axarquia24horas.es/interior/almachar-acoge-la-jornada-participativa-ldquo-axarquia-inclusiva-rdquo-713
- Susana Fajardo presents the inclusion model of the Mérida City Council at the “Axarquía Inclusive” event (Mérida City Council, 02/12/2021).https://merida.es/susana-fajardo-expone-el-modelo-de-inclusion-del-ayuntamiento-en-la-jornada-axarquia-inclusiva/
- “The decisive and ethically guided articulation of educational processes allows us to grow in our humanity” (Oritel, 30/07/2021).https://oritel.org/2021/07/30/la-articulacion-decidida-y-eticamente-guiada-de-procesos-educativos-nos-permiten-crecer-en-nuestra-humanidad/
- LOMLOE and the right to inclusive education (El Diario de la Educación, 02/08/2021).https://eldiariodelaeducacion.com/porotrapoliticaeducativa/2021/02/08/la-lomloe-y-el-derecho-a-la-educacion-inclusiva-por-otra-politica-educativa-foro-de-sevilla/
- “Educational policy is developed every day at the national level, but also, in schools and the classroom” (Fundación Educacional Seminarium, 09/19/2023).https://www.fundacionseminarium.com/la-politica-educativa-se-desarrolla-todos-los-dias-a-nivel-legislativo-pero-tambien-en-las-escuelas-y-el-aula/
- Rubén, an inclusive fight worthy of cinema (Diario de León, 10/17/2022).https://www.diariodeleon.es/articulo/sociedad/ruben-lucha-inclusiva-cine/202210172112312267877.html
- ‘Quererla es crearla’, a campaign for inclusive education (El Diario de la Educación, 10/14/2020).https://eldiariodelaeducacion.com/2020/10/14/quererla-es-crearla-una-campana-por-la-educacion-inclusiva/
- Imagine (El Diario de la Educación, 12/03/2020).https://eldiariodelaeducacion.com/2020/12/03/imagine/
- Ignacio Calderón Almendros (Supercapaces, Canal Málaga TV, 05/20/2020).https://youtu.be/Blx3DrNi7GM
- We continue to exclude (El Diario de la Educación, 12/03/2019).https://eldiariodelaeducacion.com/2019/12/03/seguimos-excluyendo/
- Not of law nor of science (El Diario de la Educación, 06/20/2019).https://eldiariodelaeducacion.com/2019/06/20/no-de-ley-ni-de-ciencia/
- “To think that the mere presence of all students makes a school inclusive is a fallacy” (El Diario de la Educación, 10/01/2019).https://eldiariodelaeducacion.com/2019/01/10/pensar-que-la-mera-presencia-de-todo-el-alumnado-convierte-a-la-escuela-en-inclusiva-es-una-falacia/#comment-17968
- “What we lack (in inclusive education) is not scientific evidence, but political will” (El Diario de la Educación, 26/02/2019).https://eldiariodelaeducacion.com/2019/02/26/lo-que-nos-falta-en-la-educacion-inclusiva-no-es-evidencia-cientifica-es-voluntad-politica/
- Segregating children by disability is a violation of human rights (Agencia SINC, 13/6/2018).https://www.agenciasinc.es/Opinion/Segregar-por-discapacidad-a-la-infancia-es-violar-los-derechos-humanos
- University research concludes that Spain is failing to uphold the right to inclusive education (Servimedia, 24/06/2018).https://www.servimedia.es/noticias/1049220
- Interview with Nacho Calderón Almendros: inclusive education (INED 21, 18/04/2018).https://ined21.com/entrevista-a-nacho-calderon-almendros/
- Rethinking the role (not only) of guidance to make inclusion possible (El Diario de la Educación, 28/02/2018).http://eldiariodelaeducacion.com/blog/2018/02/28/repensar-papel-no-solo-la-orientacion-posible-la-inclusion/