International Journal of Recent Academic Research (ISSN: 2582-158X) Vol. 01, Issue 03, pp.085-089, June, 2019 Available online at http://www.journalijrar.com

RESEARCH ARTICLE

INCLUSION IN , IS THIS THE QUESTION?

Dr. José Manuel Salum Tomé

CFT Teodoro Wicken and Universidad Católica de Temuco, Brazil

ARTICLE INFO ABSTRACT

Article History: Background: Monosodium glutamate is widely used either as preservatives or enhancer of palatability. It is toxic

Received 17th March 2019 to both human and experimental animals. Ascorbic acid is a natural antioxidant and has broad spectrum Received in revised form pharmacological properties. Aim of the work: The aim of the study was to determine the effect of monosodium 14th April 2019 glutamate on the structure of the Kidney and to detect the efficacy of ascorbic acid to counteract these changes. Accepted 20th May 2019 th Material and Methods: This study included 60 adult male albino rats, which were divided into 6 experimental Published online 27 June 2019 groups .Kidney function tests, oxidative stress and anti-oxidant status were estimated. Morever, histopathological investigations of kidney tissues were examined before treatment. Results: There are significant changes in kidney function tests, oxidative stress and antioxidant parameters were noted after treatment with vitamin C Moreover, the photomicrograph of kidney tissue section show significant improvement in-group treated with vitamin C after MSG administration. Conclusion: Monosodium glutamate had an immunosuppressive effect. Treatment with ascorbic acid was found to have protective role against this toxic effect.

Key Words: Ascorbic acid, Kidney, Mono sodium glutamate.

Copyright © 2019, José Manuel Salum Tomé et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

The Law of Inclusion does not ensure this. " And while from INTRODUCTION the Ministry of Education of Chile warn that it will be necessary to "apply common sense," as expressed by the Already nine months after it was promulgated by President Minister Adriana Delpiano, from the organizations of private Michelle Bachelet, on Tuesday, March 1 of this year, the schools say that it is an absolutely ideological measure. All this School Inclusion Law begins to be officially enforced. Doubts, is that Chile effectively appears as one of the countries of the criticisms and marked differences persist from different sectors Organization for Economic Cooperation and Development towards the new regulation that in principle aims to end profit, (OECD) with more segregation, and it is thought that with this selection and co-payment in subsidized private education law there will be equality and equity in education. That 16 establishments and not the integration and inclusion of students years after the last reform, the same issues continue to be with SEN as a focus principal. That there has been a debate in discussed, without developing a profound reform of public our country about problematizing the possibility of installing education, it has to make us increasingly skeptical about the the issue of inclusion in education is something in itself will of the political and business class to make changes, it is questionable. From international organizations, such as fundamental that social movements do not fall into the Unesco, the right to education implies the right to inclusion. It conjunctural discussion. The minimum is to demand the is something that cannot be separated. And it is a debate to the strengthening of social rights, such as inclusion in all extent that education in Chile is tremendously privatized, both educational areas. The Law of School Inclusion, a norm that at the secondary and higher levels. The approach of academic must necessarily be considered in terms of others that are also Juan González, researcher of the Chilean Observatory of part of the great Educational Reform announced by the Educational Policies (OPECH) of the University of Chile, in Government. A rule that adds to bills that are still discussed in conversation with the Special Press program, points precisely Congress, as well as others. The Inclusive Educational Reform, to the complexity of this new legislation, and adds: "A study of seeks to provide learning opportunities and comprehensive the Unicef determined a few years ago that in the Metropolitan development to all children, youth and adults without Region, Santiago, Chile, 50 percent of the internal regulations distinction. In this framework, the School Integration Programs of schools have articles that go against international law. So, it (hereinafter PIE), regulated by the Supreme Decree (Ed.) No. is in Chile that we are making this debate. In other parts of the 170/2009, constitute a fundamental tool to provide quality world this is no longer a topic of discussion. In that sense, we education opportunities to all those who wish to start, continue must reflect on the discordance that exists in the Law or complete their studies, including those who have greater "inclusion, which has to do with the end of profit in education, needs for support (SEN). In this scenario, the PIE is a strategy is still enshrined in higher education. We as teachers that privileges the creation of conditions in educational understand that the subject of education is unique, where the establishments and in the classroom, in order to respond to the State must have certain attributions that allow him to direct individual differences of the students, thus ensuring their what is necessary to put at the service of all the inhabitants of progress in the school curriculum. For this, a collaborative and the country. Education is a social right and not a market good. planned work is required, that benefits all the students of the

*Corresponding author: Dr. José Manuel Salum Tomé level, improving the general conditions in which the teaching CFT Teodoro Wicken and Universidad Católica de Temuco, Brazil. and learning process is developed. To facilitate the 086 International Journal of Recent Academic Research, Vol. 01, Issue 03, pp.085-089, June, 2019 implementation of the PIE, it must be borne in mind that it receive an inclusive quality education. provides material and human resources that allow the establishment to have specialized support in the context of the  Likewise, it is the duty of the State to promote the common classroom, with hours to plan and evaluate teaching, generation of the necessary conditions for the access and to work collaboratively. The above is also an effective and permanence of students with special educational opportunity to strengthen the management and technical teams needs in establishments of regular or , of the establishments with other professionals, such as special according to the best interest of the child or pupil ". As education teachers, psychologists, speech therapists, can be seen, it is left to the discretion of the holder to occupational therapists, psychopedagogues, social workers, make changes or not and, principally, to his / her will in kinesiologists, sign language interpreters, among others, which the selection of the students. Now, the most important allows the educational center to strengthen pedagogical thing is that there is no mention of the educational practices, providing relevant, relevant and meaningful inclusion -without discrimination- of students with education to these students. Considering that one of the Special Educational Needs (SEN) and the adjustments purposes of educational reform is to ensure all students the that this implies. In consideration of this false intention right to a quality and relevant education, the PIE is an of "educational inclusion" by means of the law, it is important element that the Ministry of Education makes worth repeating the commitments acquired by our available to establishments that offer to those who wish initiate country, both nationally and internationally. Namely: or complete your studies an effective opportunity of attention according to your needs and characteristics. The School  Law No. 20,422, which establishes the Rules on Equal Inclusion Law provides the conditions for children, youth and Opportunities and Social Inclusion of Persons with adults who attend colleges and universities that receive , and which indicates that the State will be subsidies from the State to receive a quality education. But "in charge of promoting the creation of curricular plans what about the students of other educational systems? The for students with Special Educational Needs, as well as school inclusion law provides the conditions for children and the Equalization of opportunities in access through young people to receive a free quality education. The School services and resources for regular and special schools ". Inclusion Law, which became effective on Tuesday, March 1, 2016, does not contain specific contributions to ensure the real It is true that to achieve social inclusion is not enough with inclusion of students with disabilities. This is the opinion of speeches and laws that ultimately do not translate into concrete the author of this column, who believes that the new standard actions for the benefit of people with disabilities. Once it will is nothing more than a cluster of administrative actions aimed be understood that the important thing is that we are all people, at unifying the operating rules of all establishments that without surnames, and that they should not label us, because receive subsidies. creativity and learning are born from our differences, because we have both abilities and disabilities and we travel in human And he asks: communities, with greater or lesser difficulties to achieve the maximum possible wellness. It overwhelms and it is time to "When will we know of a law of real and effective inclusion say enough to the dirty game and mismanagement that up to for the great universe of students with Special Educational today is maintained with and towards children and young Needs and that are not only confusing and weak intentions on people in conditions of , especially in school stage, the part of the ministerial authorities and the government? The with laws and statements that only lead to deception, confusion law in question leaves out what refers to the long-awaited and transgression of the acquired commitments. It is difficult "quality in education", meaning that the measures of this new to understand that after so many decades it is not understood norm, by means of resonance, will be a real contribution to and acts in accordance with what the social and globalized improve teaching. Apparently, little is understood as quality in vision of "disability and inclusion" indicates. Already knowing the top levels of government and their ministries, which the basic conceptualizations and eradicating the medical- confuse the contents of this law. Without detracting from some rehabilitative vision, and without continuing to search in the just measures, such as ending profit -abudge indisputable already declared international conventions and national laws, system-, it is clearly a limited law that represents a cluster of there is no doubt that we are still behind in terms of the vision measures to unify the operating standards of establishments currently understood by the majority of Chileans. It should be that receive state subsidy and does not deserve the term understood, once and for all, that physical rehabilitation is only "inclusion " It is enough to read the decalogue that describes a means to achieve levels of independence that are functional, the central points of this so-called Law of Inclusion to realize without detracting from their contribution to the personal self- that nothing points to inclusive processes for children and assessment that the "rehabilitated" person acquires. However, young people in conditions of disability, only mentioning non- this is not enough, it has been shown that there are few discrimination surreptitiously, a point that may well be examples of people who come to be included in the most contained in regulations that emanate from the Mineduc and important areas, such as regular education, at all levels, and that are supervised by the internal entities, such as the work under equal conditions. The ordinary citizen is Superintendency of Education. Law No. 20,845 is a badly accustomed to validate their actions in relation to persons in made makeup for education that, today, we maintain in our disability status via charity and exonerations to what we call country. "positive discrimination" and fails to internalize that we all have multiple needs, only that some people require specific  The new law states, only as a suggestion: "The system will support to function in life in a more independent, effective, encourage educational establishments to be a meeting place for productive and autonomous way. We continue "to the debit" students of different socioeconomic, cultural, ethnic, gender, with the child and youth population in school stage. So, when nationality or religion ". In another section, he points out, as a will we know of a law of real and effective inclusion for the reference: "It is the duty of the State to ensure that all people great universe of students with Special Educational Needs and 087 International Journal of Recent Academic Research, Vol. 01, Issue 03, pp.085-089, June, 2019 that are not only confusing and weak intentions on the part of those affected. Unfortunately, we do not have statistics the ministerial authorities and the government? Finally, an updated. It is urgent to know where, how many and in what appointment that is a good message for everyone: "The ethics conditions are people with disabilities in the country. We can of diversity and inclusion combat homogeneity and privilege only mention the National Disability Survey (ENDISC) heterogeneous environments celebrating all and any difference conducted by the National Institute of Statistics and the between the people in the group. It is, therefore, the basis for National Fund for Disability (Fonadis) in 2004, which states forming alliances in favor of inclusive and sustainable that around the access to education, only 8.48% study and development in which each partner contributes with their 91.52% do not, nor have they had the opportunity to reach the experience and their own resources for the benefit of all classrooms. These figures are due to a population of 2,068,072 "(Claudia Werneck, 2004). people with disabilities and a national universe of 15,998,873 Chileans. There is no doubt that more than a decade later the Based on the promise contained in the educational reform census should be updated as soon as possible, if what is referring to ending the selection of students, the author of this intended is to formulate an inclusive, focused, timely and column asks how this will be effective for thousands of serious policy that merits and which Chilean society demands. children and young people with disabilities: "Eliminated the selection process, Can a blind child or young person be The fact that the educational reform, in its sections, ends with educated without obstacles in any school, lyceum or university the eminently academic selection, can generate unsuspected in the country? Can a child or young person with intellectual and very positive changes in thousands of students, who are disability, deafness, with sequels of cerebral palsy or autism, still in the special schools, without any help at the time of enter regular education without further formalities or academic graduation, thus in young hopeless and historically abandoned requirements? ". by the State of Chile. That said, the questions are many: eliminating the selection process for admission, can a blind Is now the moment of inclusiveness in the Chilean educational child or youth be educated without obstacles in any school, system? The educational reform makes us think so. The high school or university in the country? Can a child or young permanent and wide exclusion of the current educational person with , deafness, with cerebral system, which is poorly based on premises of supply and palsy or autistic sequelae, enter regular education without demand, should be affected by the structural changes proposed further formalities or academic requirements? How much time by the government. When we say inclusion, we refer to the is estimated to achieve educational inclusion, in all levels of most accurate and worth mentioning conceptualization and that education, in the case of people with disabilities? Gradually, is presented by UNESCO (2008): "Process of addressing and we must respond to these questions that today make sense responding to the diversity of needs of all students through because the educational reform is a project of the country in greater participation in learning, cultures and communities, and the making. How do we cross the borders of ignorance and the reduction of exclusion within and from education (...). mediocrity to move towards a culture of educational inclusion? What should we do and with what institutional tools do we Inclusion concerns issues of gender, ethnic origin, class, social have to make effective educational inclusion for all students in conditions, health, human rights, among others. This means the country? Thus, many questions arise that at some point that inclusion policies must ensure that all citizens, regardless should be confronted with reality and the change towards an of their social or economic conditions, have opportunities to education as an inalienable right that tends to equal conditions access knowledge as broadly and freely as possible at school for future generations. and in society as a whole, to participate fully, to achieve the highest level and enjoy a high quality of life. " Keeping this Finally, the issue of disability in Chile must be dealt with definition in mind allows us to focus attention on one of the transversally, in health, education, housing, access to the essential axes of the reform, such as "segregation and environment, communication, etc. In summary, just like any inclusion", which implies - among its main objectives - citizen, it is necessary to say that we all have the same needs, eliminating the "selection for admission to the university only that some require specific support so that their schools". This is an urgent and necessary intention, as well as development is more independent and effective. That is an well-founded, in a society that boasts of advancing in the inclusive look and act, no more segregation or positive democratization of the essential spaces of civic coexistence. discrimination, to which we are so ill accustomed. Great Building an inclusive educational model is an essential challenge are those involved in educational reform to fully measure to minimize social discrimination in an environment accommodate people in conditions of disability, the that is key when it comes to offering equal opportunities to inescapable responsibility of social movements to incorporate children and young people in the 21st century. Especially those the "different" and make their silenced voices heard once and students who are permanently discriminated against and for all. For its part, the current political institutionality has a considered different from the majority. Educational inclusion historic opportunity in this forgotten field and it is not new to is a highly complex issue and serious intentions to approach say that if it is tackled it will be a task that will bear fruit after this process are not yet discernible with regard to what we call several decades. students with "Special Educational Needs" (SEN). In the logic of a visionary and responsible policy, the implementation of Many Chileans that we have contributed with our professional The Educational Reform must lay its foundations in preschool work in the education of children and young people with education, it is there where projective and preventive sense "different abilities" we advocate for a real positioning of acquires meaning by intervening early in the country's infants. inclusiveness in basic, middle and higher education, at the And it is at that moment that a minor in conditions of same time that we propose that this be constituted a new "disability" requires more attention. How to advance? That is paradigm for Chilean society. If we believe that the value of a the question. From the perspective of students with disabilities, good education is to be an indispensable means of personal the first need that emerges is to have a situational diagnosis of development and collective progress, then the model 088 International Journal of Recent Academic Research, Vol. 01, Issue 03, pp.085-089, June, 2019 educational has the obligation to open the doors to people with and discipline, but also for dialogue and resolution of conflicts different abilities giving a clear sign of wanting to scare between all and all, is the privileged space for the definitively from the classroom the individualism, the success, construction of society. If it is inclusive, inclusive and open to the competition at all costs among other modern evils. innovation, it will provide better education, quality education. In addition, if the entire school community becomes involved This will be the only way to make education a participatory, in the process, admitting its diversity and creativity, education democratic space for everyone, even for the "different" and will improve even more. To this end, parents and guardians "different". Just days from the "24 hours of love" to raise must ensure the fulfillment of educational purposes, participate funds for the rehabilitation of children and youth of the in the generation of School Boards together with teachers, Telethon Foundation, Gina Basso -specialist in Differential officials and students; and be vigilant to supervise and Education- raises that there is an even greater challenge of collaborate with the management of their establishments. (A. which the authorities have not been responsible : the post- Palma 2016). The program of inclusion in universities, allows rehabilitation process of young people. While the National each year more universities to join initiatives to make more Disability Service says that it does not have any record of work inclusive access to higher education. Each year there are more shops for people with disabilities financed by the State, the universities that join the policies of greater access and author of this column affirms that this problem is not solved inclusion. Whether through special quotas, agreements or with "pure heart", but that public policies are required and a propaedeutics, many universities seek to provide opportunities labor training system of continuity that welcomes young for talented young people who study in vulnerable contexts or people who graduate from differential education. who have not been able to access quality education. These programs are based on the principle that talents are equally "We are not born human, we become human in the interaction distributed in society, regardless of socioeconomic status or with other human beings. Education is a transformation in where young people have studied. coexistence, in which one does not learn a subject but learns to live and coexist. Learn a way of being human. One is human, What does educational inclusion mean? not from the genetics from the coexistence "Humberto Maturana, related to the emotional and reasonable in the UNESCO defines inclusive education in its conceptual coexistence. Unfortunately, for these young people whose document as follows: ¨ Inclusion is seen as the process of reality is to "confine" them in their homes, the possibilities of identifying and responding to the diversity of the needs of all having a pleasant life at their young age are clearly diminished. students through greater participation in learning, cultures and On the contrary, they will be prevented not only from their communities, and reducing exclusion in education. It involves personal growth but also their emotionality will be reduced by changes and modifications in contents, approaches, structures not having opportunities in the socio-labor environment and strategies, with a common vision that includes all children according to their age. We are talking about young people, of the appropriate age range and the conviction that it is the who are not respected in their fundamental rights, those who responsibility of the regular system to educate all children ¨ It proclaim themselves daily in political voices and are subjects is based on the principle that each child has different of multiple national and international meetings that do not characteristics, interests, abilities and learning needs and that manage to adhere to this undeniable reality that young people the educational systems must be designed, and the educational and families of our country. programs put in place, taking into account the wide diversity of these characteristics. and needs. It deals with providing We do not need more cold and quantitative information from relevant answers to the full range of educational needs in SENADIS or MINEDUC. The problem that must be solved is educational and extracurricular pedagogical contexts. Far from another and refers to the lack of an intersectoral public policy being a marginal issue on how to integrate some students into for young people who continue and will be "cloistered" in their the mainstream of education, it is a method that reflects on homes again. This is a serious call to the authorities, who are how to transform educational systems in order to respond to responsible for enforcing the mandate of a law and many the diversity of students. Education is a right, not a privilege international treaties to which Chile has adhered in order that Inclusive education is a strategic approach designed to there is a real approach to the reality of young people with facilitate successful learning for all children and young people. different types and degrees of disability, those that historically It refers to common goals to diminish and overcome all types have been adrift. In turn, citizenship, today more than ever, of exclusion from a human right perspective to an education; It should be aware that the problem is not solved "with the has to do with access, participation and successful learning in a heart", since, once again, we will see millions of Chileans quality education for all. Part of the defense of equal donating to the Telethon Foundation, the characters of the opportunities for all children. It has to do with removing all celebrities gladly getting on the chariot of benevolence and barriers to learning, and facilitating the participation of all many citizens attentive and eager to fulfill the great goal. Well, students vulnerable to exclusion and marginalization. It means unfortunately there is not evident the painful post- that all students receive the supports they require to have the rehabilitation reality as one of the social problems that for opportunity to participate as members of a regular class or years is hidden and to which there is still no solution. Now, is classroom, with peers of the same age and to contribute to their the Inclusion Law a contribution for the country? On March neighborhood schools. Inclusion means enabling all students 1, the School Inclusion Law came into force. We Chileans to participate fully in life and work within communities, must be proud and satisfied with this important step towards regardless of their needs. It is the process of greater building a quality education, according to the needs of this 21st participation of the students in the school and the reduction of century. The School Inclusion Law seeks to improve the exclusion of the cultures, the curriculum and the comprehensively, and this is what the legislators explicitly community of the local schools. Inclusion is seen more as an stated, the student's education and the coexistence within a approach to education than as a set of educational techniques. school and universities. The school is a space for rules, training Dyson emphasizes that inclusion simply denotes a series of 089 International Journal of Recent Academic Research, Vol. 01, Issue 03, pp.085-089, June, 2019 broad principles of social justice, educational equity and The application of this Law of Inclusion in an unequal society school response. Inclusive education means that all children without terms or graduality in accordance with the demands, and young people, with and without disabilities or difficulties, imposes a huge task on the directors and professors. And in learn together in the various regular educational institutions addition, it imposes it under very adverse conditions. This is (preschool, school / college, post-secondary and universities) not a challenge, as it has been raised by those who have never with an appropriate support area. More than the type of done classes in a school; in a nonsense, given the economic educational institution that the children attend, it has to do with and professional resources available to schools. To aspire to an the quality of the experience; with the way to support their egalitarian education in a deeply unequal society is a paradigm learning, their achievements and their total participation in the shift of the school system. Total inclusion is not achieved by life of the institution. Law of Inclusion: A new way of decree. The same school that was created for an unequal discriminating On March 1, 2017, the Inclusion Law entered educational system must successfully overcome this into force, a fact highlighted by the press and the authorities, insurmountable barrier under the current conditions. The most which puts an end to all discrimination against students. Good urgent for families, especially for the poorest. Is that their news if we think about the right to education and the best children have a quality education, as it is the only tool they interests of all children in our country. Unfortunately, in have to get out of poverty. Faced with these urgent needs for practice it is not like that. We could sit together with a whole improvement that our education system requires, the debate generation of students and not for that reason comply with the about whether education should be public or private is inclusion, if they do not add a quality education. When schools completely irrelevant. Including all types of students in schools have low academic performance, the worst inclusions take that are not prepared to receive a very diverse contingent of place: that of knowledge. The fundamental and indisputable young people is truly irresponsible, with potential undesired objective of any educational reform is to improve learning, the effects. The universities continue to prepare teachers to work acquisition of knowledge and the development of values, in homogeneous classrooms, and this lack of competences cognitive and social skills. Maintaining important differences must be assumed by the directors, who are overwhelmed with in performance between educational institutions or students duties, unprotected legally, without professional support or results in an important social, economic and cultural division adequate financing. The tasks of higher education institutions that begins with school, but expands and strengthens strongly should be done by schools. once the school stage is over. The Inclusion Law does not contemplate this type of discrimination, which is the heart of REFERENCES the problem, and puts its strength in ending the selection, but without any concern for what the children will find once Edwards, Luz / Magazine Making Family Nº 229/09 inside. Little or nothing will be achieved if the learning September 2015. Chile standards expected by families and society are not obtained. González, J. 2016. Chilean Observatory of Educational That is why the idea proposed so many times by FIDE to the Policies (OPECH) of the University of Chile authorities is taking more and more force, not only during the Ley de Inclusión N°20.845, 2016. Ministerio de Educación de debate of this in the Congress, but throughout the reform Chile. process: the most important goal of an educational reform is to Decreto Supremo (Ed.) Nº 170/2009, Programas de improve the quality of education. This exclusion of knowledge Integración Escolar, Chile is the most common and the worst of all, since it is disguised Werneck, C. 2004. La ética de la diversidad e inclusión discrimination. In a society like ours, one of the most unequal Palma. A. 2016. Ministerio de Educación de Chile. and segregated in the world, we want to have inclusive and Lecannelier, F. 2013. Centro de Apego & Regulación equal education for all, based on legislation and insufficient Emocional (CARE) de la Universidad del Desarrollo, Chile resources.

*******