Teaching Natural Sciences for Inclusion

A Bibliometric Analysis of Specialized Literature

Abstract

Inclusive Education has become a relevant orientation in public policies, regulated by the Political Constitution and the General Law of Education in Colombia. However, few experiences study these orientations concerning science education, which is why this article proposes to conduct a bibliometric analysis focused on specialized literature on Natural Science Education associated with Special Inclusive Education. The main intention of this text is to contribute to the consolidation of an initial diagnosis of the studies focused on this subject in such a way that theoretical and methodological elements that favor the construction of constructive proposals and strengthen this type of practice at the different levels of the Colombian educational system are identified. To achieve this objective, a section is presented in the context of the work, consisting of political and normative orientations that support Inclusive Education, exposing fundamental aspects of Special Education, disability, and science for inclusion. The implemented methodology involves the documentary analysis of articles published in indexed journals, proceedings of recognized events, and degree theses, in which a tendency associated with the category of sensory disability is shown in comparison to the scarce documentation found for the other categories of analysis. Finally, it is concluded the importance of the development of teacher training processes involving the articulation of Inclusive Special Education with Natural Sciences Education, particularly in Chemistry teaching, is highlighted.