Deficits in the socio-educational school inclusion strategy for students with social difficulty in Spain during the Covid-19 pandemic.

Autor/inn/en	Fernández-Simo, Deibe; Cid-Fernández, Xosé Manuel; Carrera-Fernández, María Victoria
Titel	Deficits in the socio-educational school inclusion strategy for students with social difficulty in Spain during the Covid-19 pandemic. Paralleltitel: Primanjkljaji v strategiji vkljucevanja socialnoizobrazevalnih sol za srednjesolce s socialnimi tezavami v Spaniji med pandemijo covida-19.
Quelle	In: CEPS journal, 13 (2023) 1, S. 187-204Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.25656/01:26463 10.26529/cepsj.1124
URN	urn:nbn:de:0111-pedocs-264637
Schlagwörter	Fallstudie; Interview; Längsschnittuntersuchung; Bildungsdefizit; Grounded Theory; Soziale Benachteiligung; Medienausstattung; Bildungspolitik; Lernbedingungen; Inklusion; COVID-19; Pandemie; Fachkraft; Fernunterricht; Kinder- und Jugendhilfe; Pflegekind; Ausgrenzung; Defizit; Strategie; Wirkung; Benachteiligter Jugendlicher; Spanien
Abstract	Students with administrative care measures have historically faced difficulties in achieving school goals. The Covid-19 pandemic forced the declaration of a lockdown, which accelerated changes in the schools' pedagogical actions. This investigation analyses the strategies used by the educational system to promote the academic inclusion of students who have an open protection file in the child welfare system within the context of Covid-19. Two different phases are compared: Phase 1) from the March lockdown to the end of the 2019/20 school year; Phase 2) The first six weeks of the beginning of the 2020/21 school year. Longitudinal follow-ups were carried out with adolescents in care with a sample of N = 10 (Phase 1) and N = 11 (Phase 2). Based on the grounded theory, information is supplemented by case studies through interviews with educational professionals, N = 14 (Phase 1) and N = 11 (Phase 2). The results indicate deficits of schools' adaptability to the situation of the students suffering social exclusion and difficulties in monitoring when students do not attend school in person and do school activities at home. It is concluded that the design of the educational policy applied in the context of the pandemic does not take the social factor into account. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1