LA INCLUSION EDUCATIVA EN LOS COLEGIOS RURALES AGRUPADOS -CRA- DE ESPAÑA

Spain is a fundamentally rural country, the education in this area plays an important role. For years, the model of incomplete, isolated, unitary, or multi-level rural schools has shifted to that of Rural Grouped Schools, in which several incomplete schools from a common geographic area are combined into a single administrative unit, serving as an educational center. This uniqueness means that all classrooms are heterogeneous, diverse, and inclusive. Inclusion in rural schools is natural and inherent to their very constitution due to the heterogeneity and diversity of their students. This paper aims to analyze the treatment of educational inclusion in rural schools, based on a review of scientific production. It describes, among other things, that simple heterogeneity is an aspect that favors learning for all, and therefore inclusion, highlighting that age differences are a strong point in generating support and modeling processes. That methodologies and strategies are implemented to address diversity, something that shapes the routine practice of rural school teachers, increasing innovation and the use of ICTs, and that the CRAs themselves are a form of organization that favors learning through the proximity and involvement of families and society. Similarly, there are references to the need to continue investing in teacher training specifically for this type of educational institution.