Progress, challenges and barriers to the  development of more inclusive education

Sarrionandía, Gerardo Echeita

doi:10.5569/2340-5104.10.01.10

Cited by 3 publications

(2 citation statements)

References 2 publications

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“…The impact of media portrayals on perceptions of disability and adolescent attitudes toward disabled individuals is also significant, with a need for discussion of both positive and negative portrayals and their potential consequences [2]. As far as the school environment is concerned, it is especially expected here to work with attitudes toward persons with disabilities and their education [3,4]. The results of research in this area should be used for policies and initiatives aimed at promoting equality, accessibility, and inclusion for people with disabilities to ensure their rights and quality of life [5,6].…”

Section: Introductionmentioning

confidence: 99%

Pupils’ Attitudes toward Inclusive Education

Strnadova,

Potmesil,

Potmesilova

2023

Children

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The presented research is a study of the attitudes of adolescents toward individuals with disabilities and a description of the level of knowledge about this issue among a selected group of adolescents. The study is focused on the school social environment, specifically on pupils without disabilities and their attitudes toward pupils with disabilities, which is one of the factors influencing their school success. The target group was 1806 pupils between the ages of 11 and 16 from the entire Czech Republic, approached by random selection. The research tool for the quantitative approach was a questionnaire developed by the authors of this article. The questionnaire section with open questions served for the qualitative part of the research. The results show that 70% of the respondents have basic knowledge about people with disabilities. Furthermore, it was shown that these adolescents have an overall positive attitude toward people with disabilities. This attitude is statistically significantly better among the girls than the boys, and the girls are also more open to discussing individuals with disabilities. At the same time, even if attitudes are positive, they still depend on the type of disability. The greatest uncertainty or discomfort is manifested when interacting with individuals with intellectual disabilities.

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Section: Introductionmentioning

confidence: 99%

Pupils’ Attitudes toward Inclusive Education

Strnadova,

Potmesil,

Potmesilova

2023

Children

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“…Moreover, inclusive change processes that affect the school's culture represent a continuous challenge to transform the school into a space which is more sensible and open to the diversity of people and communities [22]. According to Echeita [23] we must implement the change needed at different plans or levels (multi-level/systemic) and involve many educational actors (multi-agency) working towards the same goal. In addition, from the literature review [24][25][26][27][28], it emerges that those schools immersed in improvement and transformation processes to achieve more inclusive schools follow more or less participatory action-research processes.…”

Section: Introductionmentioning

confidence: 99%

Construction of a Participatory Model of School Accompaniment to Improve School Inclusion

2022

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This article presents research that examines how the processes of school change and improvement are promoted in those Spanish schools that are developing educational projects based on an inclusive, participatory and democratic model. The aim is to investigate the key elements involved in the processes of accompaniment of those schools that initiate processes of improvement and change from an inclusive approach, as well as the relationships established among them. Methodologically, this is a phenomenological study developed in two consecutive phases: in the first phase, the key elements are identified from the perspective of 24 inclusive education researchers participating in four focus groups and in the second phase, the study delves into their characteristic features and the relationship between them from the perspective of 19 professionals and researchers through 9 heterogeneous thematic focus groups. The analysis provides an integrated view of the actors involved: teachers, school management team, education authorities and researchers. The results show and define 8 key factors and present a model, collaboratively constructed, that links these key elements to develop more inclusive schools and helps to problematise them in order to build knowledge about what inclusive education means in a situated way.

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The Schooling Processes of Students with Autism Spectrum Disorder in Early Childhood Education: Implications for Interprofessional Collaboration in Spain

González

Sarrionandía

Rueda

2023

Critical Cultural Studies of Childhood

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Progress, challenges and barriers to the development of more inclusive education

Abstract: Progress, challenges and barriers to the development of more inclusive education Palabras claveEducación inclusiva, España, barreras, apoyo inclusivo.

Cited by 3 publications

References 2 publications

Pupils’ Attitudes toward Inclusive Education

Pupils’ Attitudes toward Inclusive Education

Construction of a Participatory Model of School Accompaniment to Improve School Inclusion

The Schooling Processes of Students with Autism Spectrum Disorder in Early Childhood Education: Implications for Interprofessional Collaboration in Spain

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