Current Trends in Special Education in Spain: Do They Reflect Legislative Mandates of Inclusion?

Autor/in	Cardona, Cristina M.
Titel	Current Trends in Special Education in Spain: Do They Reflect Legislative Mandates of Inclusion?
Quelle	In: Journal of the International Association of Special Education, 10 (2009) 1, S.4-10 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-6913
Schlagwörter	Educational Needs; Inclusive Schools; Social Integration; Disabilities; Foreign Countries; Special Education; Mainstreaming; Legislation; Regular and Special Education Relationship; Special Education Teachers; Special Classes; Special Needs Students; Trend Analysis; Spain + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Inclusive school; Integrative Schule; Soziale Integration; Handicap; Behinderung; Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Gesetzgebungslehre; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Special class; Sonderklasse; Sonderpädagogischer Förderbedarf; Trendanalyse; Spanien
Abstract	Over the past decades significant changes have occurred throughout all aspects of the field of Special Education in Spain. One of these changes is related to appropriate and effective instruction for students with disabilities and diverse educational needs in inclusive classroom placements. All of these change efforts have created the need to redefine the roles of regular and special teachers, as well as the services provided for students who may have special educational needs (SEN). This article uses national based data to investigate current trends regarding the inclusion of students with SEN in Spain. The data were examined in order to determine if there were significant variations regarding (a) the number of students with disabilities served in regular classrooms after the publication of PL 13/1982, Act on Social Integration of People with Disabilities, and (b) changes to the distribution of students with SEN by disability category and educational placement. The identified trends are discussed in the context of current legislation on inclusive schooling and special education. (Contains 6 tables and 1 figure.) (As Provided).
Anmerkungen	International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: http://iase.coe.nau.edu/index3.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10