Special Education in Europe, Overrepresentation of Minority
Students

Berhanu, Girma; Dyson, Alan

doi:10.4135/9781452218533.n650

Cited by 11 publications

(14 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This diverse picture is further accentuated by the contrasting experiences of these countries in receiving immigrant populations. In fact, one of the few existing reports comparing 25 European countries (European Agency for Development in Special Needs Education 2009) concluded that there was a general confusion regarding language difficulties and learning problems across Europe and a trend to identify diverse social and cultural backgrounds as individual disabilities, something that would explain why immigrant children continue to be disproportionately located into Special Education (Berhanu and Dyson 2012).…”

Section: Special Education and The Schooling Of Children Of Immigrantmentioning

confidence: 96%

The participation of immigrant families with children with SEN in schools: a qualitative study in the area of Barcelona

Paniagua

2014

European Journal of Special Needs Education

View full text Add to dashboard Cite

The context of Special Education is a privileged space to study participation. Most professionals and teachers have long assumed the participation and collaboration with families as a central tenet of their interventions. On the other hand, parents with children with Special Educational Needs (SEN) have also been described as being permanently under a 'constant state of vulnerability', facing an uncertain future for their children and trapped in a highly professionalised context. This paper discusses how the case of children of immigrant families identified as having SEN further amplifies the contradictions that permeate the labelling and referral processes, whereby the way teachers perceive immigrant parents prompt and justify children's needs and interventions.

show abstract

Section: Special Education and The Schooling Of Children Of Immigrantmentioning

confidence: 96%

The participation of immigrant families with children with SEN in schools: a qualitative study in the area of Barcelona

Paniagua

2014

European Journal of Special Needs Education

View full text Add to dashboard Cite

show abstract

“…Artiles y Trent, 1994;Blanchett, Klingner y Harry, 2009) y que es usada de manera mucho más cautelar y matizada por buena parte de los profesionales de las escuelas: que las condiciones socioculturales y económicas influyen en el desarrollo del alumnado de tal manera que posteriormente la escuela tiende a identificarlos como alumnado de EE, algo que los estudios en la Unión Europea comienzan también a verificar (ej. Berhanu y Dyson, 2012;Strand y Lindsay, 2009). …”

Section: Tendría Que Haber Otro Tipo De Soporte Para Aquellos Que Lleunclassified

De la Diversidad a la Construcción de las Necesidades Educativas en las Aulas de Primaria: Un Análisis Interseccional desde el Caso Español

Paniagua

2017

Rev. latinoam. educ. inclusiva

View full text Add to dashboard Cite

A partir de sus experiencias enseñando a tres niños y niñas identificados como "alumnado de necesidades educativas especiales" procedentes de familias lingüística, cultural y socioeconómicamente diversas, este artículo describe las ambigüedades a las que hacen frente varias maestras y maestros en relación con las necesidades de estos alumnos y alumnas. A través de las entrevistas y conversaciones mantenidas con estos profesionales se analiza la forma en las explicaciones "culturales" y "cognitivas" se relacionan y retroalimentan en sus narrativas. De este modo, el artículo muestra como una aproximación interseccional permite describir el carácter constituyente de unas necesidades que se creen a priori como objetivaseducación especial, diversidad cultural-, y como éstas se entremezclan para generar formas genuinas de entender y aproximar la diversidad en el aula. En conclusión, se propone entender la Educación Especial como un sistema que deriva significado de todos los ejes de diferencia, reafirmándolos, y que tiende a ocultar la forma en que las necesidades del alumnado son construidas al margen de la responsabilidad de la institución escolar.Descriptores: Educación especial, Diversidad cultural, España, Necesidades educativas.Using their teaching experiences with children identified as having special education needs of linguistically, culturally and socioeconomically diverse families, this paper describes the ambiguities teachers face when understanding the needs of these students. To this extent, the informal conversations and interviews with teachers carried out during the observation of three classrooms are used to analyze the way in which 'cultural' and 'biological' explanations are intertwined and underpin their narratives. The paper discusses how an intersectional analysis allows to describe the constituent character of needs that are seen as objectivespecial education, diversity-, and how these variables are mixed and produce new forms to understand the diversity in their classrooms. In conclusion, it is argued that special education may be understood as a system that derives meaning from all axes of difference, which are in turn reaffirmed, and which hides the way in which students' needs are constructed away from school's responsibility.Keywords: Special needs education, Cultural diversity, Spain, Educational needs. Esta investigación se realizó bajo el programa FPU 2010-2014 financiado por el Ministerio deEducación.

show abstract

“…The nexus of special education and migration, resulting in disproportionality, is an under-debated topic in Italian literature, and very little or no reference is made about Italy in much of European and international comparative research on the subject (e.g., Berhanu & Dyson, 2012;European Union, 2012;Gabel et al, 2009;Wiley et al, 2013). We use Tomlinson's (2017) sociological perspective on social, political and economic policies and practices that comprises special and inclusive education.…”

Section: Introductionmentioning

confidence: 99%

SEN Policies and migrant children in Italian schools: micro-exclusions through discourses of equality

Migliarini

D’Alessio

Bocci

2018

Discourse: Studies in the Cultural Politics of Education

View full text Add to dashboard Cite

This article analyses the underpinnings and implementation of Special Educational Needs (SEN) policies in Italy, within the internationally celebrated policy arena of Integrazione Scolastica (i.e., school integration), through an equity prism. The aim is to explore the extent to which SEN policies in Italy foster inclusion and equity in education, particularly when targeting migrant children. In doing so, the paper intends to advance critical thinking about the recent phenomenon of overrepresentation, or 'SENitization', of students from migrant backgrounds within the SEN macro-category in Italy, by examining policy narratives both nationally and locally. Analysing the policies through the intersectional lens of Disability Critical Race Theory in education framework, this article suggest that Italian SEN policies legitimates forms of micro-exclusions of migrant students in mainstream classrooms, despite discursive promises of equality for all students.

show abstract

Special Education in Europe, Overrepresentation of Minority Students

Cited by 11 publications

References 0 publications

The participation of immigrant families with children with SEN in schools: a qualitative study in the area of Barcelona

The participation of immigrant families with children with SEN in schools: a qualitative study in the area of Barcelona

De la Diversidad a la Construcción de las Necesidades Educativas en las Aulas de Primaria: Un Análisis Interseccional desde el Caso Español

SEN Policies and migrant children in Italian schools: micro-exclusions through discourses of equality

Contact Info

Product

Resources

About