THE CONTRIBUTION OF THE DESIGN AND IMPLEMENTATION OF ACTIONS IN LOCAL HISTORY AND GEOGRAPHY TO THE PEDAGOGICAL-EDUCATIONAL PROCESS OF INTEGRATION AND INCLUSION OF STUDENTS WITH DISABILITIES IN THE PUBLIC SOCIAL SPHERE

Local history, as a form of experiential and cultural knowledge and experience, is directly connected to space and place, since it facilitates all students -particularly students with disabilities-to connect social narratives and personal experiences and memories with real environments, thereby providing them in this way with a content-rich framework for the meaning-making of teaching and learning. Geography, on the other hand, offers additional tools of organization, understanding, movement, and orientation, which in turn enhance the social participation and autonomy of students with disabilities in the public space and sphere, through the analysis of social interactions, routes, spaces, and mappings. The present scientifically critical and interpretive work and study aims to analyze and highlight the contribution of the design and implementation of actions in local history and geography to the educational and pedagogical process and practice of integration and inclusion of students with disabilities in the social becoming. Furthermore, it is observed and simultaneously established that the utilization of the two aforementioned fields can function as a lever for the strengthening and empowerment of the participation, expression, and visibility of students with disabilities in public life and, at the same time, constitute a factor and component of social change.