The perspectives of secondary school students with special needs in Spain during the crisis

Whitburn, Ben

doi:10.1177/1745499916633315

Cited by 5 publications

(7 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Spain) have drastically cut funding to education resulting in schools no longer being guided by a sense of social justice but rather by a concern towards academic results. Thus, the emphasis is no longer placed on accommodating the diverse needs of students within an inclusive educational environment but on individualised competiveness (Whitburn 2016).…”

Section: Introductionmentioning

confidence: 99%

Austerity and the lives of people with learning disabilities. A thematic synthesis of current literature

Malli

Sams

Forrester‐Jones

et al. 2018

Disability & Society

View full text Add to dashboard Cite

The Financial Crisis of 2008 resulted in many western economies implementing cuts in health and social care. This systematic review provides a holistic picture of the impact of austerity policy on the lives of people with learning disabilities (LD) and the collateral effects on the people who support them. Our review suggests that in the current climate of economic austerity, available funding to support people with LD is no longer aligned to their care needs. Cuts in disability services have adversely affected the wellbeing both of people with LD and their informal carers. Individuals with LD have lost social support and are experiencing increased social isolation. Heightened demands on family carers' time have negatively influenced their wider roles, including parental functioning, and labour market participation. Our review provides the foundations for further discourse and research on the effects of austerity on people with LD and their family carers.

show abstract

Section: Introductionmentioning

confidence: 99%

Austerity and the lives of people with learning disabilities. A thematic synthesis of current literature

Malli

Sams

Forrester‐Jones

et al. 2018

Disability & Society

View full text Add to dashboard Cite

show abstract

“…Several studies theorized inclusive education through critical and post-structural, and decolonial theories such as critical theory and pedagogy [27], social reproduction theory such as Bourdieu's social, cultural and symbolic capital [26], critical race theory [28], Disability Critical Race Studies (DisCrit) [13][14][15], decolonial theories [29] and Disability Studies in Education (DSE) [30,31] that included other theories such as resistance theory of dis/Ability [14] that accounted for global intersectional dis/Ability cultural studies and politics [15].…”

Section: How Have Scholars Theorized Conceptualized and Studied Globa...mentioning

confidence: 99%

“…There were four studies that explored global inclusive education through a student voice [15,28,42]. Whitburn [31] explored a situational analysis of inclusive schooling through the perspective of students with dis/Abilities and their educational needs in Spain. Supple [28] asked about student voice by examining what "strategies and resources [are] supporting or hindering [international students with dis/Abilities] academic and social development, and achievements [that] .…”

Section: How Have Scholars Theorized Conceptualized and Studied Globa...mentioning

confidence: 99%

“…(1) educational needs along academic, social and emotional development for belonging and engagement [27,29,41,43], (2) dis/Ability along with race, gender, language and other social identities and contexts [14,15,31] and (3) inclusive education that only centered one singular social identity such as race [42,44], LGBTQ [43] or incarcerated youth [39].…”

Section: How Have Scholars Theorized Conceptualized and Studied Globa...mentioning

confidence: 99%

See 1 more Smart Citation

A Critical Systematic Literature Review of Global Inclusive Education Using an Affective, Intersectional, Discursive, Emotive and Material Lens

Hernández-Saca,

Voulgarides,

Etscheidt

2023

Education Sciences

View full text Add to dashboard Cite

We conducted a critical systematic literature review on global inclusive education and law. The critical review questions were: (1) how have scholars theorized, conceptualized, and studied global inclusive education? (2) How do scholars define global inclusive education? (3) And what do scholars cite as prominent international inclusive education law? We ask such questions given the ongoing global crises that situate historically marginalized groups in even more precarious positions—including students with dis/Abilities. Given this framing, we employed a critical systematic literature review that is cognizant of our positionalities, writing from the Global North, so that we can identify lines of inquiry related to global inclusive education that can disrupt global cultural hegemony. Global inclusive education was defined broadly from access to employment through a human right, systemic change, academic, social and emotional frameworks for students with dis/Abilities’ inclusion of all “regardless” of markers of difference. International inclusive education law was approached by affirming the aspirational visions of numerous United Nations’ conventions and policies that focused on social justice for Black, Indigenous and Youth of Color with dis/Abilities in education and global society, without necessarily accounting for the interactions between how macro (legal), meso (local contexts) and micro (student voices) are or are not considered in the global inclusive space.

show abstract

“…Y además, la inestabilidad de la normativa educativa de nuestro país, dependiente de las decisiones que adopta cada gobierno, también repercute en la dificultad para implementar y desarrollar planes y proyectos de innovación y mejora educativa que perduren en el tiempo. Este aspecto ha sido abordado por Whitburn (2016) que señala como la inestabilidad normativa y financiera da lugar a la implantación de medidas austeras que interfieren en los avances hacia una educación inclusiva y de calidad.…”

Section: Tipo De Medidas Adoptadas N (Porcentaje)unclassified

La inclusión educativa en los programas bilingües de educación primaria: un análisis documental

Martín

Martínez

2019

Rev. Complut. Educ

View full text Add to dashboard Cite

Resumen. Diversidad y multilingüismo son dos rasgos fundamentales de la sociedad actual que, trasladados al ámbito escolar, exigen una respuesta educativa inclusiva y plurilingüe, de acuerdo con algunos de los rasgos que definen una educación de calidad que a su vez se ajuste a las demandas sociales. El objetivo de este trabajo reside en analizar cómo ambos elementos convergen a través del estudio de las medidas de atención a la diversidad que se contemplan en los programas bilingües de los centros que imparten la etapa de educación primaria para atender a las distintas necesidades que pueden presentar los escolares en su aprendizaje. Para ello se utilizó una metodología cualitativa de investigación en la que se analizaron documentos oficiales (Proyecto Educativo de Centro, Programación General Anual y Proyecto Bilingüe) de 160 centros, y se elaboró un sistema de categorías para registrar las medidas que con más frecuencia se plantean para atender a las dificultades del alumnado en dichos programas. Los datos desvelan que el 47.3 por ciento de los centros no hacen referencia a la atención a la diversidad en sus Proyectos Bilingües, y que, cuando se proponen medidas, éstas pueden englobarse en tres categorías: (1) en función de la necesidad educativa, (2) en función del curso y (3) de carácter general. Las principales conclusiones que se extraen destacan, en primer lugar, una cierta carencia de medidas para responder, desde un enfoque inclusivo, a las dificultades del alumnado que cursa estudios bilingües. En segundo lugar, se señala que, cuando éstas son planteadas, se dirigen de manera homogénea al grupo de estudiantes con necesidades educativas especiales, sin hacer distinciones específicas. Palabras clave: enseñanza bilingüe; documentos institucionales de centro; inclusión; necesidades específicas de apoyo educativo; educación primaria. [en] Inclusive Education in Primary Bilingual Programmes. A Documentary AnalysisAbstract. Diversity and multilingualism are two essential features of our current society, which demand an inclusive and plurilingual educational response when applied within classroom settings. The aim of this study is to analyse how both elements converge through the examination of the specific measures addressed to cater for attention to diversity that are included in the bilingual programmes of Spanish Primary schools. With this objective in mind, a qualitative research methodology was used through which official documents (School Educational Project, Annual Didactic Programme and Bilingual Project) from 160 schools were analysed. A system of categories was created to record the most frequently used measures outlined in these documents to provide support to students in bilingual programmes. Our data reveal that 47.3 per cent of schools do not even mention attention to diversity measures in their Bilingual Projects, and when these are considered, they can be classified into three Martín-Pastor, E. ; Durán Martínez, R. Rev. complut. educ. 30(2) 2019: 589-604 590 broad categories: measures inte...

show abstract

The perspectives of secondary school students with special needs in Spain during the crisis

Cited by 5 publications

References 27 publications

Austerity and the lives of people with learning disabilities. A thematic synthesis of current literature

Austerity and the lives of people with learning disabilities. A thematic synthesis of current literature

A Critical Systematic Literature Review of Global Inclusive Education Using an Affective, Intersectional, Discursive, Emotive and Material Lens

La inclusión educativa en los programas bilingües de educación primaria: un análisis documental

Contact Info

Product

Resources

About