2014
DOI: 10.1108/s0270-401320140000028012
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Special Education Today in Spain

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Cited by 4 publications
(3 citation statements)
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“…This is reinforced in the active participation of the teachers in different continuous professional development programs. In terms of students' evaluation for special needs, the Public Law 2/2006, Organic Law of Education (LOE, 2006) stipulates that the identification and evaluation of students with special educational needs will be carried out by multi-professional (multidisciplinary) teams (Rao, Cardona, & Chiner, 2014). According to them, the evaluation of the student and the context are to be done to help professionals make decisions about the type of schooling, the special education provisions, and the curricular adaptations that are necessary for the personal, intellectual, social, and emotional development of the students.…”
Section: Methodsmentioning
confidence: 99%
“…This is reinforced in the active participation of the teachers in different continuous professional development programs. In terms of students' evaluation for special needs, the Public Law 2/2006, Organic Law of Education (LOE, 2006) stipulates that the identification and evaluation of students with special educational needs will be carried out by multi-professional (multidisciplinary) teams (Rao, Cardona, & Chiner, 2014). According to them, the evaluation of the student and the context are to be done to help professionals make decisions about the type of schooling, the special education provisions, and the curricular adaptations that are necessary for the personal, intellectual, social, and emotional development of the students.…”
Section: Methodsmentioning
confidence: 99%
“…The tendency of teaching staff to limit access to online activities of students with intellectual disabilities as a result of perceived risks may also differ according to the degree of contact teachers have with the students, as in the case of general and special education teachers. In Spain, the education of students with intellectual disabilities is carried out mainly in mainstream schools, where both general and special education teachers collaborate, and only students with a higher degree of support needs are educated in special education schools (Rao et al, 2014). In this regard, previous studies have found that a broader experience in meeting the educational needs of students with disabilities fosters more positive attitudes towards inclusion (Batsiou et al, 2008).…”
Section: Introductionmentioning
confidence: 99%
“…Together with its European partners, Spain has subscribed to all those international declarations and has even been at the forefront of some of them (Rao, Cardona & Chiner, 2014). At a regulatory level, it has invested a lot into IE.…”
Section: Introductionmentioning
confidence: 99%