Mental health and inclusion seen from the childrens and teachers perspectives: A case study in Spain

Abstract

Inclusive school requires the coexistence of what is perceived as normal and what is seen as pathologically different.Considering the growing pathologization of childhood, attempt is made to know the view of the students that do not have any diagnosed mental disorder on the ones that do have and the teachers' view on the inclusion of these children. A case study was conducted in a Spanish public primary school that has an inclusive pedagogical project. Semi-structured interviews and questionnaires were used to explore the participants' views on the inclusion of children with mental health disorders. The results show that the psychopathological disorders work as differentiating elements, although most of the children have shown an openly integrative and empathic attitude. The teachers pinpoint the difference in the children that have a diagnosis of mental disorder and fail to recognize or question the pathologization of the childhood, its consequences and the role of the school.

Teachers’ Attitudes toward Educational Inclusion in Spain: A Systematic Review

“…Nevertheless, in ten studies the attitudes are mixed: five of them are in-service teachers' studies [26,33,35,44,50], three are pre-service teachers' research [24,37,57], another one is a mixed study with in-service and preservice teachers [61], and the last one that found mixed attitudes was conducted just with special education teachers [32]. In three other cases, teachers' attitudes toward inclusion tended to be even negative [22,30,52].…”