04 SES 04 A, Policy Evaluation
This study presents the preliminary results of the project "School experiences in the support towards students at risk of educational exclusion", sponsored by the Spanish Ministry of Education. The aim of this project is to analyze the characteristics of successful “natural support networks” (Stainback & Stainback, 1999) in Spanish schools.
An effective support system is crucial to promote inclusion in education, but the debate on what is understood by an effective support system is far from settled. It is still broadly accepted in our country that only specific "special" students require support and that only Special Educational Needs (SEN) educators can provide such support.
It conducted a case study on two Spanish schools with renowned success in the implementation of support systems and the inclusion of students at risk. We gather and systematize information on the design and implementation of inclusive practices, which involves not only in-class support, but also collaboration among teachers within the school, and the links between the family, the community, and the school aimed at promoting inclusion.
The study addresses the following questions: What lessons can be extracted from the support system implemented by these two "successful" schools? What institutional and community factors jeopardize or facilitate the educational support systems implemented by these schools? What common aspects are considered crucial in the two educational models?
Brodin, J. & Lindstrand, P. (2007). Perspectives of a school for all. International Journal of Inclusive Education, 11(2), 133-145. Stake, R.E. (1998) La investigación con estudio de casos. Madrid: Morata Stainback, S. y Stainback, W. (1999). Aulas Inclusivas. Madrid: Narcea. Lindqvist, G. & Nilholm, C. (2011) Making schools inclusive? International Journal of Inclusive Education.1-16. York-Barra, J., Sommernessa, J., Dukea K. & Ghereb, G. (2005) Special educators in inclusive education programmes: reframing their work as teacher Leadership. International Journal of Inclusive Education, 9, (2), 193–215.
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