Special Education Today in Spain

Rao, Shaila; Miralles-Cardona, Cristina; Chiner, Esther

doi:10.1108/s0270-401320140000028012

Cited by 4 publications

(3 citation statements)

References 8 publications

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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%

Employing Social Network Analysis to Examine the Social Participation of Students Identified as Having Special Educational Needs and Disabilities

Mamas

Schaelli

Daly

et al. 2019

International Journal of Disability, Development and Education

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The number of students with identified Special Educational Needs and Disabilities (SEND) in mainstream schools has been rising in the last three decades, primarily due to policy changes promoting inclusive education. However, many of these students remain socially isolated despite expectations that inclusion may lead to enhanced outcomes, particularly social outcomes. This paper draws on a study conducted in three countries; Cyprus, Spain, and Switzerland. A critical case study design, grounded in social capital theory, was adopted to examine the concept of social participation from a social network perspective in six Grade 4 classrooms, two in each country. Data were collected through 109 network surveys. Network maps for each classroom were developed, and social network measures were calculated. The findings from each case/classroom were encouraging in terms of the social participation of students with SEND and have provided a layer for understanding social responsiveness and inclusion of each classroom. The social participation for many students with SEND was found to be comparable to peers without SEND.

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Section: Methodsmentioning

confidence: 99%

Employing Social Network Analysis to Examine the Social Participation of Students Identified as Having Special Educational Needs and Disabilities

Mamas

Schaelli

Daly

et al. 2019

International Journal of Disability, Development and Education

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“…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%

Digital inclusion in Spanish mainstream and special schools: Teachers' perceptions of Internet use by students with intellectual disabilities

Chiner

Gómez‐Puerta

Moltó

2022

Brit J Learn Disabil

Self Cite

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Students with intellectual disabilities in mainstream and special schools can benefit from information and communication technologies, including the Internet.• We asked teachers about the benefits, risks and safety of online activities for students with intellectual disabilities.• Teachers perceive that online activities are not safe enough for this group.• Teachers in special and mainstream schools hold different perceptions.• Teacher training is necessary to promote digital inclusion.

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“…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%

Future Pedagogues’ Attitudes and Knowledge about Inclusive Education in Spain: an exploratory study

Andrés¹,

López-Torrijo²,

Viana-Orta³

2015

RES

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This article analyses the attitudes and knowledge about inclusive education among students reading Pedagogy at the University of Valencia and how these are influenced by participants' age, gender, and which academic programme or year of study they are in. This research comprises a sample of 182 students from the degree's four year groups, which guarantee a representativeness of 95%. The principal results indicate that attitudes towards inclusive education among students reading Pedagogy are highly positive. However, they consider the training received insufficient. Regarding the participants of the study, the analysis shows that attitudes towards inclusive education are directly related to age, while gender has no influence over students' attitudes.

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Special Education Today in Spain

Cited by 4 publications

References 8 publications

Employing Social Network Analysis to Examine the Social Participation of Students Identified as Having Special Educational Needs and Disabilities

Employing Social Network Analysis to Examine the Social Participation of Students Identified as Having Special Educational Needs and Disabilities

Digital inclusion in Spanish mainstream and special schools: Teachers' perceptions of Internet use by students with intellectual disabilities

Future Pedagogues’ Attitudes and Knowledge about Inclusive Education in Spain: an exploratory study

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