Inclusive Education: An Aesthetics of Dissent

Abstract

A critically disruptive question must inform us how images are constructed in inclusive education, particularly if we considered them in their analytical potential. The problem is
that images in use are empty of any ontological, political, and material register, and rather they are overdetermined by hegemonic expressions, which do not allow access to the core of their image-visual records. An excess of the same images is thus confirmed —many of them mutilated in their ontological intentions, trivialized in their sociopolitical aspects— to describe the purposes of the field.

It is concluded that inclusive education needs to find its
own regime of perception, which has been co–opted by the perception regime of especial education. Precisely, the question about the regime of visibility of inclusive education is what would allow its practitioners, and to any person interested in it, recognize it in its own terms, this is, recognize inclusion as inclusion.