Experiencing an ‘inclusive’ education: parents and their children with ‘special educational needs’

Rogers, Chrissie

doi:10.1080/01425690600996659

Cited by 68 publications

(73 citation statements)

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“…Así, en relación con el primer aspecto, destacan la necesidad de centros abiertos a todos los alumnos y alumnas sin exclusiones, que respondan al derecho de todos los niños y niñas a ser educados en las instrucciones de su localidad, en igualdad de condiciones que el resto de sus compañeros (O'Connor, 2007;Rogers, 2007;Verdugo, Rodríguez, Sarto, Calvo y Santamaría, 2009;Villegas, Simón y Echeita, 2014;Yssel, Engelbrecht, Oswald, Eloff y Swart, 2007), profesionales cualificados para comprender y responder a las necesidades educativas de sus hijos e hijas (Abu-Hamour y Muhaidat, 2014;Hotulainen y Takala, 2014;O'Connor, 2007;Rogers, 2007;Verdugo et al, 2009;Yssel, et al, 2007), atención individualizada a los alumnos, para lo cual se necesita, entre otros aspectos, de dotación de los recursos y apoyos necesarios al profesorado ante el "desbordamiento" que muchos sienten para atender a la diversidad existente en el aula (de Boer, Pijl y Minnaert, 2010;Hotulainen y Takala, 2014;O'Connor, 2007;Rogers, 2007;Verdugo et al, 2009;Villegas et al, 2014). Para ellas es importante estar atentos y asegurar, no solo el desarrollo académico, sino también el social y emocional del alumnado.…”

Section: Educación Inclusiva Y Participación De La Comunidad Educativaunclassified

“…Desarrollar habilidades en sus hijos e hijas para facilitar estas interacciones y actuar para asegurar relaciones entre iguales basadas en la aceptación social y las amistades, evitando situaciones de malos tratos entre iguales. En este sentido insisten en estar muy atentos a la etapa de educación secundaria (Abu-Hamour y Muhaidat, 2014;de Boer et al, 2010;Frederickson et al, 2004;Hotulainen y Takala, 2014;O'Connor, 2007;Rogers, 2007;Verdugo et al, 2009;Villegas et al, 2014;Yssel et al, 2007).…”

Section: Educación Inclusiva Y Participación De La Comunidad Educativaunclassified

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Escuela, Familia y Comunidad: Construyendo Alianzas para Promover la Inclusión

Rueda

Giné

2016

Rev. latinoam. educ. inclusiva

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En el trabajo que se presenta se lleva a cabo una reflexión en torno a la necesidad de construir alianzas sólidas entre la escuela, la familia y la comunidad si se pretende avanzar hacia el derecho de todos los alumnos y alumnas a una educación inclusiva. Se parte de la necesidad de transformar los entornos educativos para avanzar en esta dirección. Desde una visión sistémica de los apoyos en la escuela, en un primer momento se analiza el papel de la familia y la comunidad en este proceso, se trata de compartir una visión conjunta de lo que entendemos por construir una relación de colaboración con las familias desde un enfoque centrado en la familia y, por último, se ofrecen algunas orientaciones que contribuyan a la construcción de estas alianzas.Descriptores: Educación inclusiva, Colaboración profesional y familias, Alianza, Familia, Comunidad.In this paper we will reflect on the need to build partnerships between school, families and community in order to progress toward the right of all students to an inclusive education. Our start point is the need to transform educational environments so as to move in this direction. Firstly, we will discuss of the family and community in this process, from a systemic vision of the supports at the school. The paper, also concerns what it means to build and develop partnership between professional and families based on an approach centred on the family. Finally, it offers some guidelines that contribute to the construction of these alliances.

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Section: Educación Inclusiva Y Participación De La Comunidad Educativaunclassified

Escuela, Familia y Comunidad: Construyendo Alianzas para Promover la Inclusión

Rueda

Giné

2016

Rev. latinoam. educ. inclusiva

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“…En relación con los estudios sobre inclusión educativa desde la perspectiva de las familias, si bien contamos con trabajos en esta dirección (ver, por ejemplo, Frederickson et al, 2004;González del Yerro et al, 2013;Kluth et al, 2007;O'Connor, 2007;Rogers, 2007;Verdugo y Rodríguez, 2012;Yssel et al, 2007), las iniciativas llevadas a cabo desde su voz aún son escasas, principalmente en el contexto hispanoamericano. Los estudios llevados a cabo muestran que, a pesar de que se reconoce el valor de la escolarización en escuelas regulares, muchas de las familias con hijos o hijas con discapacidad consideran que hay múltiples situaciones por mejorar dentro de la educación regular, que originan muchas limitaciones y dificultades en los procesos educativos.…”

Section: Introductionunclassified

La inclusión educativa desde la voz de madres de estudiantes con Trastornos del Espectro Autista en una muestra chilena

Otárola

Rueda

Sarrionandía

2014

Redis

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ResumenEl objetivo del estudio es mostrar la perspectiva de madres chilenas sobre la inclusión educativa de sus hijos escolarizados en centros de educación primaria, quienes presentan un Trastorno del Espectro Autista. Se recogen evidencias, desde la voz de las familias, que pueden servir como punto de partida para reflexionar sobre cómo avanzar hacia una educación más inclusiva y cómo contribuir a mejorar los apoyos que se brindan a estudiantes con discapacidad. El estudio se enmarca en un paradigma cualitativo de investigación, utilizando entrevistas no estructuradas para acceder a la información. Se ha contado con la participación de ocho madres chilenas de la Región de Valparaíso. Los resultados muestran que la valoración de la escolarización está estrechamente relacionada con el bienestar emocional, ámbito al que se le otorga mayor relevancia que al de los resultados académicos. Se destaca la importancia de los apoyos adaptados a las necesidades del sistema familiar. Palabras claveInclusión educativa, discapacidad y familia, voces de las familias. AbstractThe purpose of the study is to show the perspective of Chilean mothers on the educational inclusion of children who have Autism Spectrum Disorder enrolled in primary schools. Evidence was collected by listening to the voices of families, which can serve as a starting point to reflect on how to move towards a more inclusive education and how to help improve the supports that are being provided to students with disabilities. The study was based on a qualitative research paradigm, using unstructured interviews to access the information. It counted with the participation of eight Chilean mothers from the Region of Valparaíso. The results show that the value of schooling is closely related to the emotional well-being, which is given greater significance than the academic results. The importance of supports adapted to the needs of the family system is emphasized.

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“…Parental choice is difficult enough for the advantaged middle classes, who not only have financial resources (enabling them, for example, to live in the 'right' area) but also, according to Reay and Ball (1997), are more likely to be viewed by schools as their parents of choice. The preference of schools for a particular kind of parent and pupil has been accentuated by the climate of performance and accountability in which schools are operating (Rogers 2006). Thus the process of choice is more complicated, with available options often more limited, for those who don't fit the middle class norms, or for whom there are additional factors to be taken into account, such as special educational needs (SEN) (Bagley,…”

Section: Parents As Customersmentioning

confidence: 99%

“…Far from being equal partners, the position of parents of pupils with SEN in the process of school choice has been widely acknowledged to be one of disempowerment (Rogers 2006). In many cases there are groups that support parents in their dealings with schools and local authorities.…”

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confidence: 99%

Parents of excluded pupils: customers, partners, problems?

et al. 2013

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In this paper we present new data from interviews with parents of pupils permanently excluded from alternative provision in England, and related service providers. We report the social contexts of the families, their experience of 'choice', and how service providers talk about them. Our findings support those from earlier studies in relation to the disadvantage experienced by many parents. As predicted, the parents experienced choice as very limited. Some parents, due to a lack of personal, social or economic resources, felt unable to engage with the parental choice agenda beyond vetoing options. Our data suggests that service providers talk about parents as problems rather than as equal partners. How parents are viewed is shaped both by their level of compliance and their access to resources. We conclude by considering the potential of the 'parental choice' discourse to provide a more positive re-framing of parents.Keywords: parents; partnership; choice; school exclusion; anti-social behaviour. IntroductionThe data reported here concern the families of pupils in England who have been permanently excluded from alternative provision (Pupil Referral Units (PRUs) or special school), rather than excluded (permanently or otherwise) from mainstream schools. The excluded pupils have reached 'the end of the line' in terms of available educational provision. In this paper we examine both the circumstances of the 24 families in the study, their experience of exercising parental choice, and the ways in which service providers talk about them. This is an important area, as the attitudes towards and beliefs about the parents that service providers hold will inevitably shape the nature of any partnership. Whilst the proper nature of partnership working is open to debate (Murray 2000) there is no doubting the reality that parents and providers working well together benefits the young person (Bridges 1994 ). Not all of the families in this study could be described as 'typical' of families of excluded pupils, who previous studies have found to be often under financial or emotional stress and experiencing multiple social disadvantage (Daniels et al. 2003;MacRae, Maguire and Milbourne 2003). In contrast, a number of parents in this study had access to a range of personal, social and economic resources. Moreover, social disadvantage appeared to have some impact upon how parents were perceived by service providers. We found that parents from more disadvantaged backgrounds were positioned either as 'to blame' (for example because of perceived lack of interest, prioritising their own needs, or a refusal to accept help), or alternatively as much 'a victim' of circumstances as their child. However, parents with access to resources were positioned as 'pests' (our word), they were seen as over involved, and as making unrealistic demands for resources for their child. In this paper we consider the potential of the 'parental choice' discourse to provide a more positive re-framing of some of these parents.The interviews with parents (mostly,...

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Experiencing an ‘inclusive’ education: parents and their children with ‘special educational needs’

Cited by 68 publications

References 7 publications

Escuela, Familia y Comunidad: Construyendo Alianzas para Promover la Inclusión

Escuela, Familia y Comunidad: Construyendo Alianzas para Promover la Inclusión

La inclusión educativa desde la voz de madres de estudiantes con Trastornos del Espectro Autista en una muestra chilena

Parents of excluded pupils: customers, partners, problems?

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