Challenges in Inclusive Education in the Spanish Context: an Action Research Project

Author(s):

Iulia Mancila(presenting / submitting)Miguel López Melero Cateri Soler García María José Parages López

Conference:

ECER 2015

Network:

04. Inclusive Education

Format:

Paper

Session Information

04 SES 02 A, Transforming Practice in Inclusive Education

Paper Session

Time:

2015-09-08

15:15-16:45

Room:

205.Oktatóterem [C]

Chair:

Contribution

In recent years, in Spain the heterogeneity of students in our classrooms is leading to a change in the educational model towards a different one. This situation requires an increasing development of educational policies that advocate for an inclusive school where all children could participate and learn together, regardless of their cognitive linguistic, social peculiarities, or their origin, religion, ethnicity. However, there is still a great gap from the theoretical and legislative thought to inclusive educational practices (López Melero 2004, 2010, 2011). Therefore, there is a need of educational research focused on a detailed analysis of existing policies and practices to advance the process of inclusion to eliminate old and new inequalities and improve the quality of education (Slee, 2012).

In this paper, we briefly report the results of a macro research project methodologically described in previous ECER “Research Partnership in Education” network presentations (ECER 2013, 2014). The research known as: “Conditions for building an inclusive school. Investigating co-operatively to understand and transform inclusive educational practice"(Project of Excellence P08-HUM-3748) was undertaken between January 2009 - December 2013. This is an action research project that our group carried out in several primary and secondary schools located in Andalusia (Spain) on inclusive educational practices with the joint participation of teachers, students, families and researchers from University of Malaga, University of A Coruña and University of Cadiz (Spain). Specifically, we were interested in exploring how teachers understand diversity and inclusive education and how it is being implemented, what barriers and difficulties are the most common in their daily practice and what kind of changes and transformations are generated by the inclusive education principles.

Our framework is based on the theories of inclusive education and principles of social justice and equity (Fraser & Honneth, 2006; Nussbaum, 2006; Young 2011). To advance towards a just society is necessary to develop equitable educational models that address the social imbalances (Karz, 2004). Therefore, education for social justice is a moral commitment Ainscow (2001) and it is not comprised / fulfilled by offering ' programs ' for different people, but aimed at eradicating exclusion and discrimination policies. Moreover, by understanding difference - we talk about differences in a broad sense to include issues related to ethnicity, gender, social class, handicap culture, religion or illness, etc.- not as an obstacle, but as an opportunity for learning (Ainscow, 2001) teachers strive to foster participation and democratic organizational and methodological environments. This way school gets its proper function of public institution. The public function begins by recognizing all children in their diversity without any discrimination.

Hence, it is necessary to talk about a new Culture of Diversity. This is the culture of respect for human differences as an element of value and as a right and not as a social blight. Consequently, it exceeds the thought of school integration, which is thought of actual education reforms, and it installs in inclusive education, where all children are welcome to school with the same equality of rights and duties, achieving thus the end of labels of special education or segregation

Method

Specifically, our theoretical foundation in choosing the methodology is Car and Kemmis´s perspective on action research, as a form of practice oriented to the improvement of educative encounters (Carr and Kemmis, 1986). Moreover, The use of action research to deepen and develop classroom practice is “a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own social or educational practices, their understanding of these practices, and the situations in which the practices are carried out” (Carr and Kemmis 1988, 9) As we have mentioned before the research was carried on in collaboration with teachers, parents from 4 schools located in Andalusia (Spain): 3 pre and primary schools - Malaga, Cordoba and Granada and 1 secondary school- Granada and researchers from University of Malaga, University of Cadiz and University of A Coruña. The schools represent a sub-project or case each, four in total, within the macro-research project that forms the Excellence Project. Although the development and evolution of the project in each school was different, the focus and the objectives to be achieved has been the same. The overall project was developed in 4 phases as follows: (1) Knowing the educational reality through research. This first stage represented a diagnostic approach to map the educational reality, the needs and demands of each participating school. This 1st stage led us to the next stage. (1) Action research .In the second stage we developed a 4 phase dynamic spiral of research: Planning, Action Observation, and Reflection. (Kemmis and McTaggart, 1988). All actions were recorded through observation, field notes, interviews, and then based on them reflected our joint meetings. (2) Analysis and interpretation of data. It includes transcription of information (observations, interviews, document analysis) and categorization. (3) Final Report and conclusions.

Expected Outcomes

In this section we describe and evaluate the most relevant findings of the four cases and reflect on the impact of the research process on the protagonists on the meaning of participation in this research project with a methodology that was oriented from the very beginning to research (understanding) and action (transformation) in order to improve inclusive education practices. We will not enter into details of each case but we will focus on identifying, comparing, and contrasting the most significant aspects that enable us to offer some proposals to improve educational practices and deepen democratic life in schools: -Mentality and teacher training on diversity -Changes and transformation (at school level and at individual level): teachers- learning process, organization, curriculum, assessment, and democratic life This paper demonstrate that small, but carefully planned and structured actions of continuing professional develop which is underpinned by partnership and AR can be a valuable tool for developing and changing practice towards inclusion in education.

References

Ainscow, M. (2001) Desarrollo de escuelas inclusivas. Ideas, propuestas y experiencias para mejorar las instituciones escolares. Madrid: Narcea. Carr, W. and Kemmis, S. (1986) Becoming Critical. Education, knowledge and action research, Lewes: Falmer Press. Carr, W and Kemmis, S. (1988) Teoría crítica de la enseñanza. La investigación acción en la formación del profesorado. Barcelona: Martínez Roca. Fraser, N. and Honneth, A. (2006) ¿Redistribución o reconocimiento?. Madrid: Morata. Karz, S. (2004) La exclusión: bordeando sus fronteras. Definiciones y matices. Barcelona: Gedisa. Kemmis, St. and R. McTaggart. (1988) Cómo planificar la investigación-acción. Barcelona: Laertes López Melero, M. (2004) Construyendo una escuela sin exclusiones. Una forma de trabajar con proyectos en el aula. Málaga: Aljibe. López Melero, M. (2010) Discriminados ante el currículum por su hándicap. Estrategias desde el currículum para una inclusión justa y factible”. Madrid: Editorial Morata. López Melero, M. (2011) La educación inclusiva, otra cultura. En La escuela Inclusiva. Publicado por CREADE. Ministerio de Educación y Ciencia. Nussbaum, M. (2006) Las fronteras de la justicia. Consideraciones sobre la exclusión. Barcelona: Paidós. Slee, R. (2012) La escuela extraordinaria. Exclusión, escolarización y educación inclusiva. Madrid: Morata. Young, I. M. (2011) Responsabilidad por la justicia. Morata: Madrid

Author Information

Iulia Mancila (presenting / submitting)

University of Malaga, Spain

Miguel López Melero

University of Malaga, Spain

Cateri Soler García

University of Malaga

Malaga

María José Parages López

University of Malaga

Málaga

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