We reflect on the practice of inclusion as described by the sectors in favour of it. Inclusion can be seen as a process of addressing and responding to the diverse needs of all children, young people and adults by increasing participation in learning, cultures and communities and reducing exclusion in and from education. It involves modifications in content, approaches, structures and policies, with a shared vision. This idea includes all children of the appropriate age range and a belief that it is the responsibility of the government to regulate and educate all children. It means a radical reform of education in terms of policy and curriculum frameworks, including the content, assessment, methodology and, the systematic grouping of children into institutional structures. Inclusion is based on a system of values that embraces and celebrates diversity arising from gender, nationality, race, language, social background, level of education, disability, etc. The concept of mutual support or non-forced inclusion, which means that the position of all people involved during the methodology – artists, mediators, trainers, beneficiaries-, is equal. Everyone helps and cooperates with each other, and learning is mutual. I clinical matters, the terminology of patient or client is abandoned and, that is why this methodology differs from other techniques such as art therapy. Similarly, when we talk about non-forced inclusion means we respect the possibility that everyone has of choosing not to be included in each proposal, and we try to develop ways to avoid the barriers that cause inequality and exclusion.

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