Diversity and Singularity: Opportunities for Improvement Through Pedagogical Action

Inclusive Education under the Heutagogical Unadist Solidarity-Based Model

Event by the National Open and Distance University—UNAD, November 11, 2025

Led by: Diana Tabarquino and Suria Alexandra Meléndez

Introduction

The event “Diversity and Singularity: Opportunities for Improvement Through Pedagogical Action,” held via videoconference on November 11, 2025, was an academic space for reflection and professional development within the process of redefining the role of inclusion teachers at UNAD. Guided by Diana Tabarquino and Suria Alexandra Meléndez, the session was framed within the Heutagogical Unadist Solidary Model 5.0 (MHUS 5.0), which promotes autonomous, collaborative, and solidarity-based learning centered on the student as the main agent of their educational process.

The MHUS 5.0 fosters education grounded in communicative action, ethics, inclusion, and equity, integrating technology as a tool for interactivity and networked knowledge—hallmarks of what is known as Distance Education 5.0. Within this framework, the Inclusion Teacher Room emerges as a space for dialogue and collective construction, rethinking practices and approaches that guarantee the right to education with equity and humanity.

Singularity and Dignity: A Humanistic Approach

One of the central themes of the event was the distinction between singularity and categorization.Instructor Diana Tabarquino highlighted the need to recognize each person’s unique and unrepeatable identity, rejecting approaches that classify students based on diagnoses or labels. From this perspective, inclusive education does not stem from medical conditions or disabilities but from the potential and strengths that each student possesses.

Meanwhile, Suria Alexandra Meléndez emphasized humanization in education, reminding teachers to address students by their names, not their diagnoses. This seemingly small gesture has a profound impact on building relationships based on respect, trust, and mutual recognition. In Suria’s words, “We must address people for who they are, not reduce them to a medical condition.”

Diagnosis Is Not Prognosis: A Possibility-Centered Pedagogical Vision

One of the most significant contributions of the session was the reflection on the role of diagnosis in pedagogical support. Diana Tabarquino stressed that “a diagnosis is not a prognosis,” as it does not determine what a person can or cannot achieve. The role of the inclusion teacher, therefore, is not to diagnose but to listen actively, understand, and accompany students from an educational perspective.

As she explained, medical diagnoses are the responsibility of health professionals, whereas teachers should focus on educational accompaniment and strengthening each student’s capacities. The educator’s mission is to help discover how the student learns best by listening to their own voice. “The best person who knows oneself is you,” Diana emphasized, illustrating the value of students communicating their needs and preferences directly.

Holistic and Integral Accompaniment

During the event, María del Pilar shared inspiring experiences illustrating the impact of empathetic and individualized support. Her testimony showed that the work of inclusion teachers goes far beyond courses or content, encompassing the emotional and human dimensions of education.

The discussion highlighted the need for holistic accompaniment that considers not only academic challenges but also students’ overall well-being. Empathy, active listening, and recognition of each student’s personal history can become tools capable of transforming lives and strengthening educational persistence.

Inclusive Language and Conceptual Transformation

Another key point of analysis was the use of inclusive language in educational contexts. Participants agreed on the urgency of eliminating expressions such as “special educational needs” or “diverse abilities,” as they perpetuate a deficit-based view of difference. Instead, the term “students requiring differential support” was proposed, which aligns better with the principles of equity and respect for human singularity.

Language, as a tool of thought, plays a determining role in constructing reality. Changing the words we use to refer to students also transforms how we see and support them.

Emotional Well-being and Learning

From a neuroeducational perspective, Liz Scarlett offered a scientific viewpoint emphasizing the connection between emotional well-being and learning capacity. The brain learns best in emotionally safe and stimulating environments. Therefore, inclusion teachers must foster atmospheres of trust, where mistakes are considered part of the learning process and diversity is valued as an opportunity for collective growth.

Core Tasks for Inclusion Teachers

From the academic dialogue, several essential tasks emerged to guide inclusion teachers at UNAD:

• Active listening before diagnosis: Engage directly with each student to understand their needs, avoiding assumptions or prejudices.

• Proximity and contextual awareness: Understand the student’s history, environment, and living conditions to offer situated support.

• Pedagogical self-reflection: Examine one’s own beliefs and attitudes toward diversity to identify personal biases.

• Focus on possibilities: Highlight the student’s strengths, interests, and talents rather than their limitations.

Practical Applications in Pedagogical Action

The event demonstrated that inclusion requires concrete and sustained actions within everyday teaching practices. Suggested applications included:

• Consistent use of inclusive language, eliminating outdated terms and adopting expressions that reflect respect and equity.

• Personalized accompaniment, creating support plans based on each student’s singularity rather than generalized protocols.

• Building authentic bonds, encouraging trust and two-way communication.

• Dignified and humanized treatment, always recognizing the student as an active participant in their learning process.

Conclusion: Toward Truly Inclusive Education

The event “Diversity and Singularity: Opportunities for Improvement Through Pedagogical Action” marked a milestone in UNAD’s institutional transformation toward a humanistic, inclusive, and solidarity-driven education.

Its central message was clear: true inclusion begins when we stop classifying and start understanding—when teachers recognize that their role is not to diagnose but to accompany, listen, and enhance each student’s individual capacities.

The Heutagogical Unadist Solidary Model 5.0 provides the ideal framework for this pedagogical evolution, placing the student at the center of the process, promoting autonomy, and fostering a learning community rooted in solidarity and diversity.

More than just an event, this session was an invitation to view students through the singularity that makes them human, reminding us that education, at its deepest level, is an act of respect, empathy, and hope.