This text forms part of a wider study called “Map of Good Practice in Inclusive Education in Schools in the Province of Ourense” (ref. INOU11A-12).[1] It aims to map inclusive good practice in the aforementioned province. This poster presents the first phase: diagnosis, access to, and knowledge of the realities of inclusive education in the schools of Ourense.
The frame of reference for this study is inclusive education, understood as education able to promote equality and to contribute to greater social cohesion. Such an education responds to the needs of all students through increased participation in learning and in cultural and community activities. It purports to reduce exclusion both within and outwith the education system (UNESCO, 2005). Two interesting reflections stem from this idea. Firstly, schools have a duty to restructure themselves in accordance with all students' needs (Ainscow, 1999), in order to effectively combat discriminatory attitudes, build an inclusive society, and put education within the reach of all (Parrilla, 2008, 2009, 2010; Parrilla, Raposo & Martínez, 2011; Parrilla & Susinos, 2010; Raposo, Martínez & Baamonde, 2010). Secondly, we must not forget that educational exclusion is a precursor to some paths of social exclusion (Parrilla, 2008; Slee, 2010).
Taking the above into account, this study has been developed in the province of Ourense, in the autonomous region of Galicia, Spain. Thirty five nursery, primary and secondary schools have participated, all of which were developing innovation projects or training activities related to diversity, and were recognised in the educational community for their inclusive good practice. We have had access to the voices of 269 teachers who have been key in our analysis of inclusive education in order to:
- Know the characteristics of these schools and the diversity which exists between them.
- Identify aspects of their institutional organisation as strengths or weaknesses which can promote or hinder educational inclusion.
- Describe the schools' inclusive educational projects, thus identifying good practice related to inclusion.
- Explore the possibilities of advancement towards more inclusive schools, from the foundation of the identified good practice.
- Make available a map of schools which are benchmarks for inclusive good practice.
[1] This project has been subsidised by the University of Vigo during the academic year 2010-11. The principal researcher has been Esther Martínez Figueira and the team of researchers from this university was formed by: Mª Ángeles Parrilla, Alfonso Cid, Manuela Raposo, Mª Isabel Doval, Adolfo Pérez, Fernando Tellado, Juan Luis Rodríguez, Elena Añel & Beatriz Páramo.
