Account status pending gomez peer
However, the challenge of including students with special needs in mainstream schools remains.
This clear normative engagement with the rights of persons with disabilities has contributed to the increasing number of students with special educational needs accessing primary and secondary mainstream schools ( Eckes and Ochoa, 2005 Konur, 2006). The Strategy also acknowledges persisting gaps in educational outcomes between learners with and without disabilities, and a lack of research on the conditions necessary for learners with disabilities to succeed. In line with the growing importance of the inclusion of people with disabilities, inclusive education is part of the fourth United Nations Sustainable Development Goal (SDG4), “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” Furthermore, the European Strategy for the Rights of Persons with Disabilities 2021–2030 ( European Commission, 2021) clearly states that education centers must provide an inclusive approach to ensure the right of all persons with disabilities to participate in all educational levels and forms on an equal basis with others. The report states the need to “adopt more learner-centered approaches with changes in curricula, teaching methods and materials, and assessment and examination systems” ( World Health Organization, 2011, p. In this regard, the report notes the high rate of difference in school attendance between students with and without disabilities, both in primary and secondary schools, with emphasis on the latter. This report formulates policies to make the implementation of the content of the United Nations Convention on the Rights of Persons with Disabilities a reality. A clear example is the World Disability Report produced jointly by the World Health Organization and the World Bank ( World Health Organization, 2011).
The findings show significant increase in the students' instrumental learning, as well as an improvement in these students' overall inclusion in the school.Ĭurrently there is a strong interest in addressing the inclusion of people with disabilities from international institutions and organizations. Qualitative data were obtained from communicative focus groups with teachers, communicative life stories with students and relatives, communicative observations of the three educational strategies and documentary analysis. The analysis focuses on three educational strategies implemented in the school and their impact on educational improvement and inclusion of the students with special needs: (1) co-teaching, (2) interactive groups, (3) dialogic literary gatherings. In this study we analyse the case of a secondary education school located in Valencian Community (Spain), which educates students with special needs along with their typically developing peers and is characterized by its inclusive ethos. Educational practices that take into account the potential of promoting learning interactions within heterogeneous groups of students have already demonstrated contributing to educational inclusion of students with special needs. In this context, inclusive education has been enhanced in most educational systems, but its successful implementation is still limited and has become a challenge in most countries, and specially in secondary education, when segregation due to learning achievement is more frequent.