Abstract—The quality educational inclusion - quality of
education tandem implies the development of specific programs
and internal and external supporting services. The problem that
arises in the context of the inclusive school is that it must also
respond to quality demands, not just for the education of pupils
with specific needs of educational support, also for the regular
students. One of the obstacles that face the inclusion of
educational quality is the existence of systems that are not
adapted to the training needs of their students. The preamble of
the current educational legislation states that a student who is in
compulsory educational schooling period should receive a
comprehensive training. At present, the educational
environment is characterized by the inclusion of Information
and Communication Technologies (ICT) in the official
curriculum to align the needs and trends of contemporary
society to the socio-educational reality.
Although pupils with specific needs of educational support have more human and material resources to receive the care they need, it is not always possible to develop in the classroom motivational activities that catch up their interest. Concept Maps applications help ICT curricular integration in the didactic programming, developing the aims of application and synthesis of Bloom's taxonomy (1972) in the teaching-learning processes. The pedagogic task should be challenging, assertive, motivating and must offer students education aligns to current demands.
Index Terms—Concept maps, didactic aims, educational inclusion, ICT, taxonomy.
Rebeca Soler is with the University of Zaragoza, Faculty of Education,
San Juan Bosco, 7, 50009 Zaragoza, SPAIN (e-mail: rsoler@ unizar.es).
Javier. Sarsa is with the University of Zaragoza, Faculty of Education, San Juan Bosco, 7, 50009 Zaragoza, SPAIN (e-mail: jjsg@ unizar.es).
Cite: R. Soler and J. Sarsa, "Integration of the Information and Communication Technologies in the Teaching-Learning Processes: The Inclusive School," International Journal of Information and Education Technology vol. 2, no. 5, pp. 564-570, 2012.