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

The perspectives of secondary school students with special needs in Spain during the crisis
The perspectives of secondary school students with special needs in Spain during the crisis
This paper presents an overview of a situational analysis of inclusive schooling in Spain from the perspective of students with special educ ational needs. The purpose of this work was to learn how young people collectively considered their experiences of school inclusion. The par ticipants—aged 12–19 years who attended six different settings—highlig hted the school community, resources, teacher pedagogy, support and so cial cohesion as germane aspects of their inclusion. Through a present ation of these characteristics, this analysis demonstrates how schools can effectively fulfil the core requirement of teaching and supportin g diversity and, in so doing, how they can incite included subjectivit ies of differently abled students. This analysis is positioned within the climate of economic instability in Spain, which threatens to derai l the headway made towards inclusive schooling via the introduction of severe austerity measures.
1745-4999
148-164
Whitburn, Ben
ae7b4b48-a2c6-4c2b-8b95-29f8aa9af1ba
Whitburn, Ben
ae7b4b48-a2c6-4c2b-8b95-29f8aa9af1ba

Whitburn, Ben (2016) The perspectives of secondary school students with special needs in Spain during the crisis. Comparative and International Education Review, 11 (2), 148-164. (doi:10.1177/1745499916633315).

Record type: Article

Abstract

This paper presents an overview of a situational analysis of inclusive schooling in Spain from the perspective of students with special educ ational needs. The purpose of this work was to learn how young people collectively considered their experiences of school inclusion. The par ticipants—aged 12–19 years who attended six different settings—highlig hted the school community, resources, teacher pedagogy, support and so cial cohesion as germane aspects of their inclusion. Through a present ation of these characteristics, this analysis demonstrates how schools can effectively fulfil the core requirement of teaching and supportin g diversity and, in so doing, how they can incite included subjectivit ies of differently abled students. This analysis is positioned within the climate of economic instability in Spain, which threatens to derai l the headway made towards inclusive schooling via the introduction of severe austerity measures.

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More information

Accepted/In Press date: 22 February 2016
Published date: 22 February 2016

Identifiers

Local EPrints ID: 471009
URI: http://eprints.soton.ac.uk/id/eprint/471009
ISSN: 1745-4999
PURE UUID: b0a3682c-6e32-440a-b37b-473d506ac99a
ORCID for Ben Whitburn: ORCID iD orcid.org/0000-0003-3137-2803

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Date deposited: 24 Oct 2022 16:46
Last modified: 17 Mar 2024 04:13

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Author: Ben Whitburn ORCID iD

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