Views of Students With Disabilities About Their Experience in Secondary Education in the Basque Country, Spain

Abstract

Although most of the students with intellectual and developmental disabilities have access to and some even have completed secondary education in Spain, there are few studies that deepen on the students’ views about their educational experience. The research team consisted of university researchers and professionals from a non‐governmental organisation of people with disabilities. Three questionnaires were carried out, each one addressing a sample of key agents: students, their families and educators. Qualitative and quantitative analysis presented focus on answers given by students. They positively value school climate, and admit having friends and receiving help from classmates and teachers. Some have suffered bullying, but they know whom to ask for help. Opinions about their educational experience in class are tackled. They talk about methodological approaches used by teachers to make learning accessible and meaningful. It should be highlighted that they underline approaches that let them develop their autonomy and skills for adult life.

Students with disabilities' perceptions of school climate: A systematic review

“…Eligible articles are summarized in Table 1. Ten studies were conducted in the United States, one in Spain (Lopez et al, 2016), and one in Turkey (Sakiz, 2017). One study used a qualitative design (Lopez et al, 2016).…”

“…Ten studies were conducted in the United States, one in Spain (Lopez et al, 2016), and one in Turkey (Sakiz, 2017). One study used a qualitative design (Lopez et al, 2016). Three studies cited a theoretical framework that guided their study design, including dis/ability critical race theory (Collins et al, 2022), minority stress theory (Ryabov, 2020), and an adapted community violence framework (Kirksey & Sattin-Bajaj, 2021).…”

“…Of these studies, three provided information regarding the types of disabilities that were represented in their sample (Jones & Bodtker, 1999; Rifenbark et al, 2021; Sakiz, 2017). Five studies specifically analyzed school climate perceptions of students with emotional and behavioral disorders (EBD; Collins et al, 2022; Gage et al, 2021; La Salle et al, 2018; Marsh et al, 2019; Ryabov, 2020), and one study interviewed students with intellectual disability (ID; Lopez et al, 2016).…”

Educación Superior Inclusiva y Autonomía Pedagógica: Análisis en Dos Contextos Iberoamericanos

“…Las continuas reformas educativas a las que está sometido el sistema educativo español, han ido promoviendo innovaciones relacionadas a modelos de descentralización y autonomía, ya que un mayor nivel de autonomía contribuye a la mejora y éxito escolar (Ávila et al, 2019;López et al, 2016;Torres, 2018).…”

The relationship between basic psychological need satisfaction and intrinsic motivation: The role of individual differences and special educational needs

“…Lastly students with ADHD feel less related to their teachers compared to their classmates (Rogers & Tannock, 2018) and students with behavioural problems or intellectual disabilities are at risk of social exclusion by their classmates (de Boer et al, 2012). However, other studies show that students with SEN do have positive relationships with peers as well as with adults at school (López et al, 2016;Rose & Shevlin, 2017).…”