Guiding schools on their journey towards inclusion

Abellán, Cecilia María Azorín; Ainscow, Mel

doi:10.1080/13603116.2018.1450900

Cited by 104 publications

(87 citation statements)

References 42 publications

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“…Ineludiblemente, surge en este escenario el interrogante acerca de cómo están respondiendo los diferentes sistemas educativos a los desafíos que plantea la inmigración. Una reflexión que comporta atender a la diversidad del alumnado no solo desde la ética de la eficacia escolar sino también desde el cumplimiento de la educación inclusiva como derecho (Azorín, 2016;Azorín y Ainscow, 2018;Echeita, 2017;Escudero, 2012). Por su parte, Carrasco, Pamies y Narciso (2012) ahondan en la capacidad de los países receptores de inmigración para responder a una composición de alumnado que cada vez es más compleja.…”

Section: Introductionunclassified

Diseño y evaluación de un plan para la atención del alumnado inmigrante con desconocimiento del español

Abellán¹

2019

Contextos educativos

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El objetivo general de este artículo es diseñar un plan para la atención del alumnado inmigrante con desconocimiento del español en un Centro de Educación Infantil y Primaria de Murcia. Partiendo de este propósito, los objetivos específicos están asociados a la valoración del proceso de elaboración del plan y a la evaluación del propio plan por parte del personal directivo, docente, orientador e investigador implicado en este proyecto. Para la recogida de información se utilizaron diversas técnicas e instrumentos, entre ellos: un diario de campo y un cuestionario con escala tipo Likert que fue creado ad hoc. En el apartado de resultados, se describen los hallazgos referidos al diseño y a la evaluación del citado plan. Asimismo, se indican los aspectos susceptibles de mejora que fueron recopilados en la memoria de seguimiento, enfocados a: una bienvenida al centro más inclusiva, el uso de la tutoría entre iguales, una mayor inversión en recursos para el apoyo lingüístico y el establecimiento de vínculos con la comunidad. Las conclusiones abordan la necesidad de asumir responsabilidades compartidas para la atención del alumnado inmigrante y desarrollar redes de colaboración entre los distintos agentes que forman parte del contexto educativo y social donde tiene lugar el fenómeno migratorio.

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Section: Introductionunclassified

Diseño y evaluación de un plan para la atención del alumnado inmigrante con desconocimiento del español

Abellán¹

2019

Contextos educativos

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“…The dimensions of the practice of inclusion in the inclusion index in a school are a result of the cultural dimensions and regulations of inclusion that have been interwoven well in the school [6]. Orchestrating learning and mobilizing resources are indicators of assessment of whether the practice of inclusion in a school has gone well or vice versa [7], the learning process is a manifestation of the dimensions of practice of inclusion. There are fundamental steps that must be carried out before the start of learning in class, namely: assessing children with disabilities, from the assessment results an individual learning program is prepared, this requires modification in the curriculum, learning program, intervention, until evaluation of these students [8][9][10].…”

Section: Methodsmentioning

confidence: 99%

The Effect of Internet of Things Implementation on Inclusive Practices in High School

Nurdin¹,

Hufad²,

Tarsidi³

et al. 2019

Proceedings of the 2nd International Conference on Educational Sciences (ICES 2018)

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The purpose of this study is to determine the application of IoT (internet of Things) for the practice of inclusion in secondary schools (SMA) in Bogor. The research method used was a quasi-experimental research design with a control group design pretest random pretest. The research sample was students of class X A as a control class and class X B as an experimental class in one inclusive secondary school in the city of Bogor with a random sampling technique. The average score of the pretest in the experimental class was lower than the control class. After implementing IoT in the learning process, the experimental class obtained an inclusive practice index higher than the control class. This shows that the application of the internet of things can have a positive impact on the inclusive school learning process.

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“…Many young people attend (and even at the height of inclusion attended) special schools. Other young people with SEND are educated within mainstream school spaces, which often fall short of “inclusive ideals” (Azorín & Ainscow, ). In the context of neoliberal state education in the United Kingdom, significant numbers of young people are being “excluded” in hidden ways from/in school spaces (Education Select Committee, ; Titheradge, ).…”

Section: Education Inequalities and (Re)producing Privilege: The Romentioning

confidence: 99%

Disability, special educational needs, class, capitals, and segregation in schools: A population geography perspective

Holt

Bowlby

Lea

2019

Population Space and Place

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This paper investigates the spatially variable schooling of young people with special educational needs and disability (SEND) and interconnections with class and capitals, using analysis of the School Census and interviews with 64 educational professionals and parents in three areas in Southeast England. Three key original findings emerge. First, high proportions of young people with SEND come from poor backgrounds; however, most young people with SEND labels are not poor. Second, social class, capitals, and SEND intersect in ways that relatively advantage young people from more affluent and educated families, who gain access to specific labels and what is locally considered the “best” education. Third, we conceptualise school spaces as differently “bounded” or “connected,” providing different opportunities to develop meaningful relationships and qualifications, or social and cultural capital, rather than focus on the type of school (“special,” separate schools for students with SEND; or “mainstream” local schools). What are locally considered to be “the best” school spaces are connected and porous, providing opportunities to develop social and cultural capital. Other school spaces are containers of both SEND and poverty, with limited opportunities to acquire social and cultural capitals. Overall, we suggest that the intersecting experience of SEND, class, and capitals can (re)produce socio‐economic inequalities through school spaces.

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Guiding schools on their journey towards inclusion

Cited by 104 publications

References 42 publications

Diseño y evaluación de un plan para la atención del alumnado inmigrante con desconocimiento del español

Diseño y evaluación de un plan para la atención del alumnado inmigrante con desconocimiento del español

The Effect of Internet of Things Implementation on Inclusive Practices in High School

Disability, special educational needs, class, capitals, and segregation in schools: A population geography perspective

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