04 SES 04.5 PS, General Poster Session
General Poster Session
One of the main challenges facing our national education system is to provide quality education and adjusted to the functional diversity of all students. All this makes it very interesting to know how schools develop actions to contribute to the implementation of the principles of inclusion and equity.
We understand these principles as an attitude that must be present in the political dimension and in educational practice, if the aim is to ensure that all people receive a quality education, conceived as a right, without discrimination for ability, race or any other difference (Pujolás, 2004; Stainback y Stainback, 1999).
Given the recent change in legislation the Spanish Education System it is very important to know how schools are organized to meet the educational needs of all students.
In this paper we present the process and the results of the study on the state of the art of diversity in public schools providing Compulsory Secondary Education in Asturias (Spain). The study was based on information provided by school counselors.
The objectives of this work are:
- To know the school counselors opinion about the educational policy, school resources, school organization, and teaching practices to give responses to the students diversity in the secondary schools in Asturias (Spain).
- Analyze factors that promote or hinder the development of inclusive education in secondary schools.
We have adopted the concept of inclusive education (Ainscow, Booth, Dyson, Farrell, Frankham, Gallannaugh et al. 2006; Ainscow, Hopkins, Southworth y West, 2001; Echeita, 2013), as well as legislative rules and the recommendations of international organizations such as United Nations Educational, Scientific and cultural Organization (UNESCO) and the Organisation for Economic Cooperation and Development (OECD).
We consider the context of the inclusive education approach, which states that equal opportunities are guaranteed to the extent that education is equal for all students. The Inclusive Education emphasizes that education must be comprehensive and should be guided to achieve the maximum social and personal development of the students.
Stainback and Stainback (1999) Indicate that this is a process involving to take decisions regarding the following dimensions: educational curriculum, teaching practices and active participation of the entire educational community. The goal is that schools will be a place where students can develop to the maximum their capacity, interests and motivations.
The goal of an inclusive school is to develop a culture which will promote belonging and cohesion, and at the end, a school where everyone feels they are treated as valued individuals.
The analyses made by Echeita (2013) about development of the approaches and actions on this topic, emphasize the recognition of inclusive education as a social value that refers to an inalienable right of the persons.
In order to carry out this study we have taken as reference the review carried out by Booth & Ainscow (2002), Index for inclusion and other research papers on perception of teachers, school counselors, school management teams about of the measures to give response to the diversity at the schools (Álvarez, Rodríguez, García, Gil, López, Romero et al., 2002; Domínguez & López, 2010; Ferrandis, Grau & Forte, 2010; Moliner, Sales, Traver & Fernández, 2008).
Ainscow, M., Booth, T., Dyson, A., Farrell, P., Frankham, J., Gallannaugh, F., Howes, A. and Smith, R. (2006). Improving schools, developing inclusion. London: Routledge . Ainscow, M., Hopkins, D., Southworth, G., Wets, M. (2001). Hacia escuelas eficaces para todos. Manual para la formación de equipos docentes. Madrid: Narcea. Ainscow, M. (2004). Desarrollo de escuelas inclusivas. Ideas, propuestas y experiencias para mejorar las instituciones escolares. Madrid: Narcea. Álvarez, V., Rodríguez, A., García, E., Gil, J., López, I., Romero, S., et al. (2002). La atención a la diversidad en los centros de enseñanza secundaria: Estudio Descriptivo en la provincia de Sevilla. Revista de Investigación Educativa, 20(1), 225-245. Booth, T. & Ainscow. M. (2002). Index for inclusion (2nd ED). Developing leaning and participation in schools (2ªed). Manchester: CSIE [trad. Guía para la evaluación y mejora de la educación inclusiva. Madrid: Consorcio Universitario para la Educación Inclusiva. email@example.com.] Domínguez, J. y López, A. (2010). Funcionamiento de la atención a la diversidad en la enseñanza primaria según la percepción de los orientadores. Revista de Investigación en Educación, (7), 50-60. Echeita, G. (2013). Inclusión y Exclusión Educativa. De Nuevo, "Voz y Quebranto". REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 11(2), 99-118. Recuperado de: http://www.rinace.net/reice/numeros/arts/vol11num2/art5.pdf Ferrandis, Mª. V., Grau, C. y Fortes, Mª. C. (2010). El profesorado y la Atención a la diversidad en la ESO. Revista Educación Inclusiva, 3(2), 11-28. Miranda, M., Burguera, J. L., y Arias, J. M. (2014). La percepción del orientador/a sobre la diversidad en Secundaria. International Journal of Developmental and Educational Psychology, 1(3), 193-202. Moliner, O., Sales, A., Traver, J. A. y Ferrández, R. (2008). La atención a la diversidad en los centros de Educación Secundaria Obligatoria: análisis de las variables facilitadoras y limitadoras de las prácticas docentes. Educación y Diversidad, 2, 99-127. Pujolàs, P. (2004). Aprender juntos alumnos diferentes. Los equipos de aprendizaje cooperativo en el aula. Barcelona: OCTAEDRO. Stainback, S. y Stainback, W. (1999). Aulas inclusivas. Madrid: Narcea.
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