Developing inclusive teachers from an inclusive curricular perspective

Opertti, Renato; Brady, J.B.

doi:10.1007/s11125-011-9205-7

Cited by 30 publications

(22 citation statements)

References 13 publications

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“…IE considers students' diversity an enriching element and, thus, promotes it. Finally, IE supports the idea that everyone should be present and participate and interact at school (EADSNE, 2011;Booth & Aiscow, 2002;López, 2009;López-Torijo & Mengual-Andrés, 2014;López-Torrijo & Mengual-Andrés, 2015;Opertti & Brady, 2011;UNESCO, 2008).…”

Section: Introductionmentioning

confidence: 64%

Future Pedagogues’ Attitudes and Knowledge about Inclusive Education in Spain: an exploratory study

Andrés¹,

López-Torrijo²,

Viana-Orta³

2015

RES

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This article analyses the attitudes and knowledge about inclusive education among students reading Pedagogy at the University of Valencia and how these are influenced by participants' age, gender, and which academic programme or year of study they are in. This research comprises a sample of 182 students from the degree's four year groups, which guarantee a representativeness of 95%. The principal results indicate that attitudes towards inclusive education among students reading Pedagogy are highly positive. However, they consider the training received insufficient. Regarding the participants of the study, the analysis shows that attitudes towards inclusive education are directly related to age, while gender has no influence over students' attitudes.

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Section: Introductionmentioning

confidence: 64%

Future Pedagogues’ Attitudes and Knowledge about Inclusive Education in Spain: an exploratory study

Andrés¹,

López-Torrijo²,

Viana-Orta³

2015

RES

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“…The degree courses which have been created as a result of the Bologna process have caused, in most universities, a severe deterioration which can endanger education inclusion itself (Chiner & Cardona, 2013;López, 2009;Moliner, Sales, Ferrández, & Traver, 2011;Opertti & Brady 2011).…”

Section: Conclusion Discussion and Proposalsmentioning

confidence: 99%

Students with Severe, Permanent Disabilities and Their Educational Inclusion in Spain

López-Torrijo

Andrés

2014

IES

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This article analyses the educational inclusion of students with severe and permanent disabilities in the different autonomous communities of the Spanish State. After describing the Spanish socio-economic context, a comparative analysis is carried out based on the following indicators: the conception of severe, permanent disabilities; the regulation framework; responsibility of schooling and provision of services; identification and assessment of flaws; incidence in the population; curricular proposals (model and modalities of support); specific centers and units; human and material resources; the role of families and funding. The analysis of the implemented policies concludes by pointing out the challenges which should influence future improvements in order to accomplish real educational equality.

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“…Por eso el aprendizaje dialógico, cooperativo y solidario (Freire, Freinet, Milani,…) constituyen elementos básicos de dicho proceso formativo. (AINSCOW, BOOTH;DYSON, 2006;ARNAIZ, 2003;CASANOVA;RODRIGUEZ, 2009;EADSNE, 2011;AINSCOW, 2011;OPERTTI;BRADY, 2011;VEGA, LÓPEZ-TORRIJO;GARÍN, 2013).…”

Section: En Clave De Educación Inclusivaunclassified

“…Y subraya: "Ninguna meta educativa debería considerarse lograda a menos que se haya logrado para todos", especialmente para los más desfavorecidos: discriminados por motivos de género, discapacidad, población no escolarizada, en zonas de conflictos, violencia, desastres naturales… La culminación de la educación inclusiva es una sociedad equitativa e inclusiva, en la que los valores y actitudes propios de la inclusión enriquecen la convivencia y desarrollo sociales (BARDY, HAYASHI, SCHLÜZEN, SEABRA, 2013;BOOTHS, 2000;CARBONELL, 2009;CARBONELL, LÓPEZ-TORRIJO, 2005;ECHEITA, 2006;EADSNE, 2011;OPERTTI, BRADY, 2011;UNESCO, 2008, 2015, VEGA, LÓPEZ-TORRIJO, 2011.…”

Section: En Clave De Educación Inclusivaunclassified

Jean Itard en clave de educación inclusiva

2016

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ResumenJean Itard ha sido valorado tradicionalmente como el padre de la Educación Especial. Un análisis de sus Informes de 1801 y 1807 sobre la educación de Víctor, el joven salvaje de L'Aveyron desde la perspectiva de la Educación Inclusiva permite descubrir en él algunos rasgos significativos que ayudan a considerarlo como un claro precursor de ésta. Tales son: su reivindicación del derecho a la educación de los más desfavorecidos y la aplicación de un programa de formación integral, así como de un plan de rehabilitación individualizado a partir de las capacidades, limitaciones, necesidades y aspiraciones del alumno. Sus aportaciones metodológicas adelantan algunas de las propuestas actuales de la educación inclusiva: importancia de la atención temprana, valor del trabajo interdisciplinar, la integración social del individuo como última meta de la educación. Pese al fracaso en su intento de ofrecer el habla a Víctor, las propuestas y reivindicaciones de Itard acerca del derecho de un joven salvaje a una educación atendida por administradores y científicos, y auspiciada por el propio gobierno son un claro precedente de algunas propuestas básicas de la Educación Inclusiva que orienta en la actualidad las principales Declaraciones Internacionales.

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Developing inclusive teachers from an inclusive curricular perspective

Cited by 30 publications

References 13 publications

Future Pedagogues’ Attitudes and Knowledge about Inclusive Education in Spain: an exploratory study

Future Pedagogues’ Attitudes and Knowledge about Inclusive Education in Spain: an exploratory study

Students with Severe, Permanent Disabilities and Their Educational Inclusion in Spain

Jean Itard en clave de educación inclusiva

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